Abstract:
Teaching games for understanding (TGfU) is a model that allows students to learn about
the game and practice skills and techniques within the context of a game rather than
apart from it. This study aims to determine the impact of TGfU induce students’ skill
acquisition. The random sampling method was used for the present true experimental
research design to select forty (n=40) school students (Age: 13±1 years), and they were
randomly divided into two groups (treatment: 20 and control:20). The intervention
program was applied to the experimental group twice per week and, 40 min per session
during eight weeks, while the control group followed their normal teaching procedures.
Test of Secondary Basic Sport Skills test was applied before (pre-test) and after (posttest)
intervention for both the groups. From the collected data, standard descriptive
statistics was used to characterize the study population, while the results were analyzed
by Mixed ANOVA with Bonferroni post hoc analysis were used to analyze the interaction,
main effects, and significant mean differences. The main results show significant
time group interaction on all measured variables. While comparing both the training
groups, a significant group main effect was shown on all measured variables except
Layup, Tennis serve, and Volleyball serve. The main time effect shows all measured
variables were significant but through pairwise comparison Throwing and Receiving
in the control group were non-significant. Finally, these data revealed that both the
teaching methods are effective at improving students’ skills, but the TGfU program is
significantly better than the other teaching method and provides sufficient opportunities
for the development of fitness and movement skills related to the control of body rhythm,
movement aesthetics, sequencing, creativity, composition, and stability.
