Effects of Situated Game Teaching Through Set Plays on Badminton Tactical Knowledge and Game Performance

• In Event: Student Learning in Physical Education and Physical Activity

Abstract

This study examined the effects of a curricular model Situated Game Teaching through Set Plays (SGTSP) on students’ tactical knowledge and game performance when compared to a technique-focused approach during a 10-lesson badminton unit. A completely randomized block design with a repeated measure was used. 158 6th graders in Türkiye were assigned to either the SGTSP or the technique-focused approach. Assessments were conducted before and after the instruction. Data were analyzed by repeated-measure multivariate analyses of variance. Participants in the SGTSP condition showed significantly greater improvements in tactical knowledge and game performances than those in the technique-focused approach. Teachers can adopt the SGTSP model to successfully develop game competence by teaching techniques and tactics simultaneously through situated set plays.

Authors

• Erhan Devrilmez, Karamanoğlu Mehmetbey University

• Weidong Li, The Ohio State University

• Fatih Dervent, Marmara University

• Mustafa Çabıtçı, Karamanoglu Mehmetbey Üniversitesi

• Senlin Chen, Louisiana State University