Effectiveness Of Tactical Game Model in Badminton
Evaluating the Effectiveness of the Tactical Game Model in Teaching Badminton: A Quasi-Experimental Study
Evaluating the Effectiveness of the Tactical Game Model in Teaching Badminton: A Quasi-Experimental Study
This study investigated the effectiveness of the Tactical Game Model (TGM) in teaching badminton, aiming to determine its impact on students' tactical awareness, decision-making, and skill performance.
A quasi-experimental pre-test-post-test control group design was employed with 40 university students enrolled in a badminton course. The experimental group received instruction based on the TGM approach, while the control group followed a traditional skill-based model. Data were collected through the Game Performance Assessment Instrument (GPAI) and a standardized Badminton Achievement Test. Statistical analysis included ANCOVA and paired-sample t-tests, with effect sizes interpreted according to Cohen's criteria.
연구 개요
상태
연구 유형
등록 (실제)
단계
- 해당 없음
연락처 및 위치
연구 장소
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Erzincan, 터키 (Türkiye)
- Erzincan Binali Yıldırım University
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참여기준
자격 기준
공부할 수 있는 나이
- 성인
건강한 자원 봉사자를 받아들입니다
설명
Inclusion Criteria:
- To study at the Faculty of Sports Science
Exclusion Criteria:
- Who refuses to learn badminton
공부 계획
연구는 어떻게 설계됩니까?
디자인 세부사항
- 주 목적: 다른
- 할당: 무작위화되지 않음
- 중재 모델: 병렬 할당
- 마스킹: 없음(오픈 라벨)
무기와 개입
참가자 그룹 / 팔 |
개입 / 치료 |
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실험적: Arm 1 (Experimental): Tactical Game Model group.
Participants in the experimental group underwent an eight-week training programme based on TGM, consisting of one session per week, each lasting two hours.
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he Tactical Game Model (TGM) intervention in this study focuses on teaching badminton skills through modified game-play and tactical awareness, rather than isolated skill drills.
Unlike traditional direct instruction methods used in the control group (which emphasize technical repetition before game play), the TGM approach begins with a modified badminton game designed to highlight a specific tactical problem (e.g., creating space or attacking the opponent's court).
This is followed by tactical questioning by the instructor, a situated skill practice, and a return to the modified game to apply the learned skills.
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활성 비교기: Arm 2 (Active Comparator): The traditional teaching method group.
Using the direct instruction model (DIM), badminton lessons were held for two hours once a week over an eight-week period.
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The Badminton Proficiency Test and Game Performance Assessment Scale were administered as a pre-test Badminton instruction was delivered using the direct instruction model (DIM) for 8 weeks, at a rate of 2 hours per week. The Badminton Proficiency Test and Game Performance Assessment Scale were administered as a post-test. |
연구는 무엇을 측정합니까?
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
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Badminton Achievement Test Score
기간: Baseline and Week 8
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Points The Badminton Achievement Test is a 15-item multiple-choice test designed to assess participants' knowledge of badminton rules, techniques, and tactics.
Scores range from 0 to 15, with higher scores indicating greater badminton knowledge and proficiency.
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Baseline and Week 8
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Game Performance Assessment Scale Score
기간: Baseline and Week 8
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Score Game Performance Assessment Scale (GPAS) score.
Scores range from 0 to 100, with higher scores indicating better game performance.
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Baseline and Week 8
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공동 작업자 및 조사자
연구 기록 날짜
연구 주요 날짜
연구 시작 (실제)
기본 완료 (실제)
연구 완료 (실제)
연구 등록 날짜
최초 제출
QC 기준을 충족하는 최초 제출
처음 게시됨 (실제)
연구 기록 업데이트
마지막 업데이트 게시됨 (실제)
QC 기준을 충족하는 마지막 업데이트 제출
마지막으로 확인됨
추가 정보
이 연구와 관련된 용어
기타 연구 ID 번호
- numbered 08/10
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