The Effects of Teaching Games for Understanding (TGFU) on Badminton Backhand Short Serving Learning among the Fifth Grade Students

• Main Authors: Yen-Pang Wang, 王彥邦
• Other Authors: Chia- Chang Chang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/38657606948854348560

碩士 === 國立彰化師範大學 === 運動學系 === 103 === The purpose of the study was to investigate the differential effects on comprehension, technique and emotional expression in elementary students of different gender pertaining to learning the backhand short service in badminton between the Teaching Games for Understanding (TGFU) approach versus a traditional teaching approach. A purposive sampling of 66 fifth-grade students from an elementary school in New Taipei City were exposed to eight sessions over four weeks of either a traditional teaching approach to learning the backhand serve (control group) or a TGFU approach (experimental group). Learning outcome was assessed by comparing scores on the “Badminton comprehension assessment”, the “Badminton affective sensitivity scale”, and the “Badminton backhand short service assessment” before and after the instructional sessions. Outcome data was assessed using independent and paired sample T tests. Results were as follows: After the instructional sessions, the experimental (TGFU) group did not display significant differences in comprehension ratings, but displayed significant changes in technical and emotional expression ratings (a) After the instructional sessions, the control (traditional approach) group did not display significant differences in comprehension and emotional expression ratings, but displayed significant differences in technical aspect ratings. (b) The experimental and control groups did not differ in comprehension, technical and emotional expression ratings. (c) After the instructional sessions, both boys and girls in the experimental (TGFU) group did not display significant differences in comprehension ratings, but displayed significant differences in technical aspect ratings; boys displayed significant differences in emotional expression ratings while girls did not. (d) After the instructional sessions, both boys and girls in the control (traditional approach) group did not display significant differences in comprehension and emotional expression ratings. Boys displayed significant improvement in technical ratings while girls did not. (e) Both genders did not display significant differences in all three aspects between the experimental and control groups. Following the results of this study, further recommendations are offered for future research.