How Does Teaching Games For Understanding Induce Student Skill Acquisition

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.