The effects of teaching games for understanding (TGFU) model on self-determine motivation and learning of Handball shoot
Poster Presentation
Paper ID : 1600-12THCONG
Oral / Poster Presentation File: Ahmadi .jpg
Authors
1Motor Behavior, Faculty of Sport Sciences, Tarbiat University, Tehran, Iran
2Department of Motor Behavior, Faculty of Sport Sciences, Shahid Rajaee Teacher Training University
Abstract
All teaching models provide specific plans for teacher and student learning behaviors that are effective in achieving and enhancing learning outcomes. Game-based approaches such as TGFU first introduce simple game tactics and practice skill in the next priority and when needed.
The aim of the present study was to investigate the effect of instructional model teaching games for understanding (TGFU) on self-determine motivation and learning of Handball shoot.
12 students with no experience in handball playing in the age range of 14-16 years volunteered to participate in this study. In the elementary education phase, the students received the same training in basic education and familiarity with the type of advocacy skills. Then the students completed the pre-test of Handball shoot (Cornish Handball test) and then completed the Sport Motivation Scale Questionnaire (SMS-6). In the acquisition phase, for similarity of research environment with school education conditions, group were trained for 5 weeks with two sessions a week and 60 minutes for each of 10 sessions. At the end of the last training session, all students completed the post-test of Handball shoot and completed the Sport Motivation Scale Questionnaire again.
The results of Shapiro-Wilk test confirmed the normality of data distribution. Results of dependent T-test at alpha level of 0.05 showed that TGFU instructional model improved participants' self-determination motivation but there wasn’t significant difference between students' pre-test and post-test of Handball shoot scores (P≥0.5).
School coaches and teachers are advised to use modern educational approaches such as TGFU to improve motivation for individuals and to develop effective learning of sports skills.
The aim of the present study was to investigate the effect of instructional model teaching games for understanding (TGFU) on self-determine motivation and learning of Handball shoot.
12 students with no experience in handball playing in the age range of 14-16 years volunteered to participate in this study. In the elementary education phase, the students received the same training in basic education and familiarity with the type of advocacy skills. Then the students completed the pre-test of Handball shoot (Cornish Handball test) and then completed the Sport Motivation Scale Questionnaire (SMS-6). In the acquisition phase, for similarity of research environment with school education conditions, group were trained for 5 weeks with two sessions a week and 60 minutes for each of 10 sessions. At the end of the last training session, all students completed the post-test of Handball shoot and completed the Sport Motivation Scale Questionnaire again.
The results of Shapiro-Wilk test confirmed the normality of data distribution. Results of dependent T-test at alpha level of 0.05 showed that TGFU instructional model improved participants' self-determination motivation but there wasn’t significant difference between students' pre-test and post-test of Handball shoot scores (P≥0.5).
School coaches and teachers are advised to use modern educational approaches such as TGFU to improve motivation for individuals and to develop effective learning of sports skills.
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