Effect of Game-based Instructional on Learning Engagement and Game Performance of Students in Physical Education

Vol.18,No.1(2024)

Abstract

Background: The implementation of integrated learning models in physical education (PE) increased significantly, but there were limited sources which applied teaching games for understanding-sports education (TGfU-SE) to improve learning engagement (LE) and game performance (GP) among students at university level. Purpose: This study aims to determine the effect of TGfU-SE towards LE and GP among students for 12 weeks.  Methods: A true experimental study with a randomized controlled trial (RCT) design for 12 weeks was adopted in this study. Participants were 54 students from Physical Education and Recreation Health at Singaperbangsa University Karawang (Indonesia) who were equally allocated into experimental (TGfU-SE, n = 27, 18.4 ± 0.88 year) and control groups (TGfU, n = 27, 19.0 ± 1.06 year). The self-report scales Utrecht Work Engagement Scale for Students and the Game Performance Assessment Instrument were used. Student's t Paired Samples T-Test and 2 × 2 repeated measures ANOVA test were used to analyze the data. Results: The results of this study show that the TGfU-SE model had a greater effect on increasing LE (p < 0.05) and GP (p < 0.05) compared to the TGfU model. Repeated measures ANOVA shows a significant effect of time, teaching and interaction time x teaching in LE and GP (p < 0.05). Conclusion: We highlight the benefit in implementing TGfU-SE for 12 weeks which induce a positive improvement in all components of LE and GP


Keywords:
Game-based instructional; Engagement; Game Performance
References

Arias-Estero, J. L., Jaquero, P., Martínez-López, A. N., & Morales-Belando, M. T. (2020). Effects of two TGFU lessons period on game performance, knowledge and psychosocial variables in elementary physical education. International Journal of Environmental Research and Public Health, 17(10). https://doi.org/10.3390/ijerph17103378

Aronen, A., Kokkonen, M., & Hintsa, T. (2021). Association of emotional intelligence with resilience and work engagement in sports coaches. Journal of Physical Education and Sport, 21(6), 3411–3419. https://doi.org/10.7752/jpes.2021.06462

Arufe-Giráldez, V., Sanmiguel-Rodríguez, A., Ramos-Álvarez, O., & Navarro-Patón, R. (2022). Gamification in Physical Education: A Systematic Review. Education Sciences, 12(8). https://doi.org/10.3390/educsci12080540

Benito Mundet, H., Llop Escorihuela, E., Verdaguer Planas, M., Comas Matas, J., Lleonart Sitjar, A., Orts Alis, M., Amadó Codony, A., & Rostan Sánchez, C. (2021). Multidimensional research on university engagement using a mixed method approach. Educacion XX1, 24(2), 65–96. https://doi.org/10.5944/educxx1.28561

Bergkamp, T. L. G., den Hartigh, R. J. R., Frencken, W. G. P., Susan, A., & Meijer, R. R. (2020). The validity of small-sided games in predicting 11-vs-11 soccer game performance. PLoS ONE, 15(9 September 2020), 1–18. https://doi.org/10.1371/journal.pone.0239448

Bertills, K., Granlund, M., & Augustine, L. (2019). Inclusive Teaching Skills and Student Engagement in Physical Education. Frontiers in Education, 4(August), 1–13. https://doi.org/10.3389/feduc.2019.00074

Bessa, C., Hastie, P., Rosado, A., & Mesquita, I. (2021). Sport education and traditional teaching: Influence on students’ empowerment and self-confidence in high school physical education classes. Sustainability (Switzerland), 13(2), 1–14. https://doi.org/10.3390/su13020578

Buendía, Á. G., Martínez, B. J. S. A., Izquierdo, M. I. C., & Mármol, A. G. (2021). Effects of a hybrid teaching model (SEM + TGfU) and the model of personal and social responsibility on sportsmanship and enjoyment in 4° Secondary and 1° Baccalaureate students. Retos, 43(August), 550–559. https://doi.org/10.47197/RETOS.V43I0.85928

Calábria-Lopes, M., Greco, P. J., & Perez-Morales, J. C. (2019). Teaching Games for Understanding in basketball camp: the impact on process and product performance. RICYDE: Revista Internacional de Ciencias Del Deporte, XV(56), 209–224. https://doi.org/10.5232/ricyde

Casey, A., & MacPhail, A. (2018). Adopting a models-based approach to teaching physical education. Physical Education and Sport Pedagogy, 23(3), 294–310. https://doi.org/10.1080/17408989.2018.1429588

Casey, A., & Quennerstedt, M. (2020). Cooperative learning in physical education encountering Dewey’s educational theory. European Physical Education Review, 26(4), 1023–1037. https://doi.org/10.1177/1356336X20904075

De Francisco, C., Sánchez-Romero, E. I., Vílchez Conesa, M. D. P., & Arce, C. (2020). Basic psychological needs, burnout and engagement in sport: The mediating role of motivation regulation. International Journal of Environmental Research and Public Health, 17(14), 1–14. https://doi.org/10.3390/ijerph17144941

Dockerty, F., & Pritchard, R. (2023). Reconsidering models-based practice in primary physical education. Education 3-13, 1–12. https://doi.org/10.1080/03004279.2023.2263470

Ferraz, R., Branquinho, L., Sortwell, A., Teixeira, J. E., Forte, P., & Marinho, D. A. (2023). Teaching models in physical education: current and future perspectives. Montenegrin Journal of Sports Science and Medicine, 19(1), 53–60. https://doi.org/10.26773/mjssm.230307

Franco, E., Tovar, C., González-Peño, A., & Coterón, J. (2021). Effects of a sport education model-based teaching intervention on students’ behavioral and motivational outcomes within the physical education setting in the covid-19 scenario. Sustainability (Switzerland), 13(22). https://doi.org/10.3390/su132212468

García-Castejón, G., Camerino, O., Castañer, M., Manzano-Sánchez, D., Jiménez-Parra, J. F., & Valero-Valenzuela, A. (2021). Implementation of a hybrid educational program between the model of personal and social responsibility (Tpsr) and the teaching games for understanding (tgfu) in physical education and its effects on health: An approach based on mixed methods. Children, 8(7). https://doi.org/10.3390/children8070573

Gaspar, V., Gil-Arias, A., Del Villar, F., Práxedes, A., & Moreno, A. (2021). How tgfu influence on students’ motivational outcomes in physical education? A study in elementary school context. International Journal of Environmental Research and Public Health, 18(10). https://doi.org/10.3390/ijerph18105407

Gil-Arias, A., Harvey, S., Cárceles, A., Práxedes, A., & Del Villar, F. (2017). Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PLoS ONE, 12(6), 1–17. https://doi.org/10.1371/journal.pone.0179876

Gil-Arias, A., Harvey, S., García-Herreros, F., González-Víllora, S., Práxedes, A., & Moreno, A. (2021). Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education. European Physical Education Review, 27(2), 366–383. https://doi.org/10.1177/1356336X20950174

Giménez-Meseguer, J., Ferriz-Valero, A., & Baena-Morales, S. (2022). Impact of Sport Education Model on Sports Lifestyle and Attitudes of Vocational Education Training Students. Education Sciences, 12(12). https://doi.org/10.3390/educsci12120896

Gouveia, É. R., Lizandra, J., Martinho, D. V., França, C., Ihle, A., Sarmento, H., Antunes, H., Correia, A. L., Lopes, H., & Marques, A. (2022). The Impact of Different Pedagogical Models on Moderate-to-Vigorous Physical Activity in Physical Education Classes. Children, 9(12), 1–12. https://doi.org/10.3390/children9121790

Greve, S., Diekhoff, H., & Süßenbach, J. (2022). Learning Soccer in Elementary School: Using Teaching Games for Understanding and Digital Media. Frontiers in Education, 7(March), 1–5. https://doi.org/10.3389/feduc.2022.862798

Gu, S., Bi, S., Guan, Z., Fang, X., & Jiang, X. (2022). Relationships among Sports Group Cohesion, Passion, and Mental Toughness in Chinese Team Sports Athletes. International Journal of Environmental Research and Public Health, 19(22). https://doi.org/10.3390/ijerph192215209

Hastie, P. A., Stringfellow, A., Johnson, J. L., Dixon, C. E., Hollett, N., & Ward, K. (2022). Examining the concept of engagement in physical education. Physical Education and Sport Pedagogy, 27(1), 1–18. https://doi.org/10.1080/17408989.2020.1861231

Juliantine, T., Nugraha, R., Yudiana, Y., & Sya’rani, A. Z. (2022). Development of Students’ Creativity through Learning Models in Physical Education during the Covid-19 Pandemic. Annals of Applied Sport Science, 10(6), 1–7. https://doi.org/10.52547/aassjournal.1121

Juliantine, T., & Setiawan, E. (2022). Effect Of Tactical Game Models On Formation Of Basic Techniques In Handball Players : Mixed Method. Physical Education Theory and Methodology, 22(3), 373–378. https://doi.org/10.17309/tmfv.2022.3.11

Li, P., Wang, W., Liu, H., Zhang, C., & Hastie, P. A. (2022). The Impact of Sport Education on Chinese Physical Education Majors’ Volleyball Competence and Knowledge. Sustainability (Switzerland), 14(3), 1–11. https://doi.org/10.3390/su14031187

Lobo, J. (2023a). Protecting Philippine Dance Traditions via Education of Tomorrow’s Pedagogues: The Role of Individual Interest and School Engagement. Journal of Ethnic and Cultural Studies, 10(1), 98–124. https://doi.org/10.29333/ejecs/1527

Lobo, J. (2023b). Teacher Emotional Support and School Engagement: The case of Physical Education Teachers and Students in a Prominent Local College. Physical Culture and Sport, Studies and Research, 98(1), 57–66. https://doi.org/10.2478/pcssr-2023-0005

Lobo, J., Peralta, R., Prevandos, F. G., Bautista, C., Agupitan, J., & Mabolo, J. G. (2023). The importance of individual interest and school engagement to the advancement of physical culture promotion in schools of higher education. Health, Sport, Rehabilitation, 9(3), 24–39. https://doi.org/10.58962/HSR.2023.9.3.24-39

Macías-Romero, J., & Otero-Saborido, F. M. (2018). Effects of using an assessment instrument on procedural knowledge in team sports. Journal of Physical Education and Sport, 18(2), 1021–1027. https://doi.org/10.7752/jpes.2018.s2151

Manninen, M., & Campbell, S. (2022). The effect of the Sport Education Model on basic needs, intrinsic motivation and prosocial attitudes: A systematic review and multilevel meta-analysis. European Physical Education Review, 28(1), 78–99. https://doi.org/10.1177/1356336X211017938

Memmert, D., & Harvey, S. (2008). The Game Performance Assessment Instrument (GPAI): Some concerns and solutions for further development. Journal of Teaching in Physical Education, 27(2), 220–240. https://doi.org/10.1123/jtpe.27.2.220

Nathan, S. (2017). The effect of teaching games of understanding as a coaching instruction had on adjust, cover and heart rate among malaysian and Indian junior hockey players. Sports, 5(2), 1–14. https://doi.org/10.3390/sports5020044

Ortiz, M., Meroño, L., Morales-Belando, M. T., Vaquero-Cristóbal, R., & González-Gálvez, N. (2023). Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial. Children, 10(3). https://doi.org/10.3390/children10030573

Otundo, J. O., & Garn, A. C. (2019). Student interest and engagement in middle school physical education: Examining the role of needs supportive teaching. International Journal of Educational Psychology, 8(2), 137–161. https://doi.org/10.17583/ijep.2019.3356

Pan, Y. H., Huang, C. H., & Hsu, W. T. (2023). A comparison of the learning effects between TGfU-SE and TGfU on learning motivation, sport enjoyment, responsibility, and game performance in physical education. Frontiers in Psychology, 14(July). https://doi.org/10.3389/fpsyg.2023.1165064

Robles, M. T. A., Collado‐Mateo, D., Fernández‐Espínola, C., Viera, E. C., & Fuentes‐Guerra, F. J. G. (2020). Effects of teaching games on decision making and skill execution: A systematic review and meta‐analysis. International Journal of Environmental Research and Public Health, 17(2). https://doi.org/10.3390/ijerph17020505

Shen, Y., & Shao, W. (2022). Influence of Hybrid Pedagogical Models on Learning Outcomes in Physical Education: A Systematic Literature Review. International Journal of Environmental Research and Public Health, 19(15). https://doi.org/10.3390/ijerph19159673

Simón-Chico, L., González-Peño, A., Hernández-Cuadrado, E., & Franco, E. (2023). The Impact of a Challenge-Based Learning Experience in Physical Education on Students’ Motivation and Engagement. European Journal of Investigation in Health, Psychology and Education, 13(4), 684–700. https://doi.org/10.3390/ejihpe13040052

Stojanović, D., Momčilović, V., Zadražnik, M., Ilić, I., Koničanin, A., Padulo, J., Russo, L., & Stojanović, T. (2023). School-Based TGfU Volleyball Intervention Improves Physical Fitness and Body Composition in Primary School Students: A Cluster-Randomized Trial. Healthcare (Switzerland), 11(11), 1–15. https://doi.org/10.3390/healthcare11111600

Tendinha, R., Alves, M. D., Freitas, T., Appleton, G., Gonçalves, L., Ihle, A., Gouveia, É. R., & Marques, A. (2021). Impact of sports education model in physical education on students’ motivation: A systematic review. Children, 8(7), 1–9. https://doi.org/10.3390/children8070588

Trabelsi, O., Gharbi, A., Masmoudi, L., & Mrayeh, M. (2020). Enhancing female adolescents’ engagement in physical education classes through video-based peer feedback. Acta Gymnica, 50(3), 93–104. https://doi.org/10.5507/ag.2020.014

Viciana, J., Casado-Robles, C., Pérez-Macías, L., & Mayoiga-Vega, D. (2020). A sport education teaching unit as a citizenship education strategy in physical education. A group-randomized controlled trial. Retos, 38, 44–52. https://doi.org/10.47197/retos.v38i38.73546

Metrics

0

Crossref logo

124

Views

35

PDF views