The Effectiveness of Teaching Games for the Improvement of the Hockey Tactical Skills and the State of Self-Confidence among 16 Years Old Students
This study was conducted to examine the effectiveness of Teaching Games For Understanding (TGFU) in improving the hockey tactical skills and state self-confidence among 16-year-old students. Two hundred fifty-nine (259) school students were selected for the study based on the intact sampling method. One class was used as the control group (Boys=60, Girls=70), while another as the treatment group (Boys=60, Girls=69) underwent intervention with TGFU in physical education class conducted twice a week for four weeks. The Games Performance Assessment Instrument was used to observe the hockey tactical skills and The State Self-Confidence Inventory was used to determine the state of self-confidence among the students. After four weeks, ANCOVA analysis indicated the treatment groups had significant improvement in hockey tactical skills with F (1, 118) =313.37, p<.05 for school boys, and F (1, 136) =92.62, p<.05 for school girls. The MannWhitney U test also showed the treatment groups had significant improvement in state self-confidence with U=428.50, z= -7.22, p < .05, r=.06 for school boys. ANCOVA analysis also showed the treatment group had significant improvement in state self-confidence with F (1, 136) =74.40, p<.05 for school girls. This indicates that TGFU in a 40-minute physical education class conducted twice a week for four weeks can significantly improve the hockey tactical skills and state self-confidence among 16-year-old students. The findings give new knowledge to PE teachers to implement the TGFU method as it enhances the hockey tactical skills and state selfconfidence among 16-year-old students. Some recommendation was suggested for future research.
[1] A. Wuest, and C. A. Bucher, “Foundations of physical education and
sport (16th ed)”, New York: McGraw-Hill, 2009.
[2] M. Balakrishnan, S. Rengasamy, and Mohd Salleh Aman, “ Effects of
teaching games for understanding approach on students’ cognitive
learning outcomes”, World Academy of Science, engineering and
Technology, 53, 2011.
[3] M. W. Metzler, “Instructional models for physical education”, Boston,
MA: Allyn & Bacon, 2000.
[4] P. Werner, R. Thorpe, and D. Bunker, “Teaching games for
understanding: Evolution of a model”, Journal of Physical Education,
Recreation and Dance, 67(1), 1996, pp. 28-33.
[5] J. Butler, and B. J. McCahan, “Teaching games for understanding as a
curriculum model”, In L. Griffin & J. Butler (Eds), Teaching Games for
understanding: Theory, research, and practice (pp. 33-35). Windsor,
Ontario, Canada: Human Kinetic, 2005.
[6] J. Y. Chow, K. Davids, C. Button, R. Shuttleworth, I. Renshaw, and D.
Araujo, “The role of nonlinear pedagogy in physical education”. Review
of Educational Research, 77(3), 2007, pp. 251-278.
[7] A. Bandura, “Fearful expectations and avoidant actions as coeffects of
perceived self-efficacy”, American Psychologist, 41, 1986, pp. 1389-
1391.
[8] M. Newton, “The relationship between perceived motivational climate
and dispositional goal orientation on selected indices of intrinsic
motivation”, Paper presented at the Association for the Advancement of
Applied Sport Psychology, Tahoe, NV, 1994.
[9] D. Kirk, and D. Macdonald, “Situation learning in physical education”,
Journal of Teaching in Physical Education, 17, 1998, pp. 376-387.
[10] S. A. Mitchell, L. L. Griffin, and J. L. Oslin, “Teaching sports skills”: A
tactical games approach (2nd ed), Champaign, IL: Human Kinetics,
2006.
[11] A. S. S. L. Wee, R. Shabeshan, and B. H. Lim, “The effectiveness of
teaching games for understanding (TGFU) in improving the hockey
dribbling skills among school girls”, International Journal of Health,
Physical Education and Computer Science in Sports, 17(1), 2015, pp.
129-133.
[12] D. Bunker, and R. Thorpe, “A model for teaching games in secondary
schools”, Bulletin of Physical Education, 18, 1982, pp. 5-8.
[13] J. E. Rink, “TGFU: Celebrations and cautions”, In J. Butler & L.
Griffin (Eds), Teaching Games for Understanding: Moving globally (pp.
33-48), Champaign, IL: Human Kinetics, 2010.
[14] R. Thorpe, and D. Bunker, “Preface”, In J. Butler & L. Griffin (Eds.),
More teaching games for understanding, Moving globally (pp. xi-xv),
Champaign, IL: Human Kinetics, 2010.
[15] D. Belka, “Teaching children games”, Champaign, IL: Human Kinetics,
1994.
[16] M. Mosston, and S. Ashworth, “Teaching physical education” (5th ed),
San Francisco: Benjamin Cummings, 2002.
[17] Y. K. Liu, “Teaching games for understanding: Implementation in Hong
Kong context”, Proceedings of the 2nd International Conference:
Teaching sport and physical education for understanding, Association
De International des Ecoles Superiors D’ Education Physique, 2003.
[18] I. Rovegno, M. Nevett, and M. Babiarz, “Learning and teaching invasion
game tactics in 4th grade: Instructional and theoretical perspective”,
Journal of Teaching in Physical Education, 20(4), 2001, pp. 341-351.
[19] M. Blomqvist, P. Luhtanen, and L. Laakso, “Comparison of two types of
instruction in badminton”, European Journal of Physical Education, 6,
2001, pp. 139-155.
[20] S. A. Mitchell, “Teaching and learning games at the elementary level”,
In L. Griffin & J. Butler (Eds.), Teaching Games for Understanding:
Theory, Research, and Practice (pp. 55-70), Champaign, IL: Human
Kinetics, 2005.
[21] D. S-M. Moreno, L. M. G. Lopez, M. S. D. V. Diaz, and I. S. Martinez,
“Spanish primary school students’ knowledge of invasion games”,
Physical Education and Sport Pedagogy, 16 (3), 2011, pp. 251-264.
[22] R. Psotta, and A. Martin, “Changes in decision making skill and skill
execution in soccer performance: The intervention study”, Acta Univ
Palacki Olomuc Gymn, 41(2), 2011.
[23] I. Rovegno, and J. P. Dolly, “Contructivism perspectives on learning”,
In D. Kirk, D. Mcdonald, & M. O’ Sullivan (Eds), Handbook of physical
education (pp. 242-261). London, England: Sage, 2006.
[24] N. Sanmuga, “The effects and sustainability’s of training programmers
using Teaching Games for Understanding (TGFU) with different
teaching style on students with varying hockey skill levels”, A paper
presented at 1st Asia Pacific Sport in Education Conference, Adelaide,
Australia, 2008.
[25] P. Webb, and P. Pearson, “An integrated approach to Teaching Games
For Understanding”, Journal of Health, Physical Education, Recreation
& Dance, 67(1), 2008, pp. 28-33.
[26] J. A. Oslin, S.A. Mitchell, and L. Griffin, “The Game Performance
Assessment Instrument (GPAI): Development and preliminary
validation”, Journal of Teaching Physical Education, 17, 1998, pp.231-
243.
[27] R. P. Pangrazi, and C. M. Casten, “Dynamic physical education for
elementary school children (15th ed)”, San Francisco, CA: Cummings,
2007.
[28] J. F. Richard, and N. Wallian, “Emphasizing students engagement in
construction of game performance”, In L. Griffin & J. Butler (Eds.),
Teaching games for understanding: Theory, research and practice (pp.
19-32), Champaign, IL: Human Kinetics, 2005.
[29] N. Sanmuga, “A study on effectiveness of SET and SHT Teaching
Modules in in acquiring general skills, knowledge and game play among
students of varying skill levels in hockey”, International Congress
(AIESEP), A Coruna, 26-29 October 2010.
[30] S. Allison, and R. D. Thorpe, “A comparison of the effectiveness of two
approaches to teaching games within physical education: A skill
approach versus a games for understanding approach”, British Journal
of Physical Education, 28(3), 1997, pp. 9-13.
[31] L. L. Griffin, S. A. Mitchell, and J. L. Oslin, “Teaching sports concepts
and skill: A tactical games approach”, Champaign, IL: Human Kinetics,
1997.
[32] S. Harvey, “Effects of teaching games for understanding on game
performance and understanding in middle school physical education”,
Electronic theses and dissertations, 2006.
[33] N. Holt, W. Strean, and E. G. Begoechea, “Expanding the teaching
games for understanding model: New avenues for future research and
practice”, Journal of Physical Education, 21(2), 2002, pp. 162-177.
[34] T. Hopper, “Teaching games for understanding: The importance of
student emphasis over content emphasis”, Journal of Physical
Education, Recreation, and Dance, 73(7), 2002, pp. 44-48.
[35] D. Memmert, and S. Konig, “Teaching games in elementary school”,
International Journal of Physical Education, 44, 2007, pp. 54-67.
[36] I. Mesquite, A. Graca, A. R. Gomes, and C. Cruz, “Examining the
impact of a step game approach to teach volleyball on students’ tactical
decision making and skill execution during game play”, Journal of
Human Movement Studies, 448, 2005, pp. 469-492.
[37] N. Sanmuga, and G. Khanna, “A comparison Study of TGFU with
Technical Training Model in Mini Game Performance, Speed and
Accuracy among Junior Hockey players”, Pan-Asian Journal of Sports
& Physical Education, 4 (1), 2012.
[38] N. Sanmuga, and G. Khanna, “A comparative approach to teaching
Malaysian school boys hockey using two different pedagogical styles”,
Asian Journal of Exercise and Sports Science, 9 (2), 2012.
[39] N. Sanmuga, Ahmad Hashim, K. B. Ong, Abdul Rahim Shariff, Mohd
Sani Madon, and Nelfianty Abd Rasyhid, “Effect of teaching games of
understanding in 5 versus 5 mini game play, cardiovascular fitness, leg
power and 30m running speed among Malaysian School elite players”,
Bristish Journal of Arts and Social Science, 11(2), 2013.
[40] I. B. Tallir, E. Musch, K. Lannoo, and J. V. Voorde, “Validation of
video-based instruments for the assessment of game performance in
handball and soccer”, Proceeding of the 2nd International Conference,
Teaching Sport and Physical Education for Understanding, University of
Melbourne, 2003.
[41] I. B. Tallir, E. Musch, M. Valcke, and M. Lenoir, “Effects of two
instructional approaches for basketball on decision making and
recognition ability”, International Journal of Sport Psychology, 36,
2005, pp. 107-126.
[42] S. Harvey, R. Bryan, H. Wegis, and H. Van der Mars, “Effects of
teaching games for understanding on game performance in middle
school physical education”, Research Quarterly for Exercise and Sport,
78(1), 2007, pp. 119-121.
[43] S. Harvey, C. J. Cushion, H. M. Wegis, and A. N. Massa-Gonzalez,
“Teaching games for understanding in American high-school soccer: A
quantitative data analysis using the game performance assessment
instrument”, Physical Education and Sport Pedagogy, 15(1), 2010, pp.
29-54.
[44] T. Bagherpour, Hairul Anuar Hashim, S. Saha, and Asok Kumar Ghosh,
“Exploratory factor Trait Sports Confidence Inventory (TSCI) scale
among adolescent taekwondo players”, Middle-East Journal of Scientific
Research 11(1), 2012, pp. 106-112.
[45] K. Bjom, “The effects of highlight videotapes on the Self-Efficacy and
State Sport-Confidence of female tennis players, Master Theses, McGill
University, 1995.
[46] N. Callow, and L. Hardy, “Types of imagery associated with sport
confidence in netball players of varying skill levels”, Journal of Applied
Sport Psychology, 13, 2007, pp. 1-7.
[47] N. Callow, and A. Waters, “The effect of kinesthetic imagery on the
sport confidence of flat-race horse jockeys”, Psychology of Sport and
Exercise, 6, 2005, pp. 443-459.
[48] B. H. Lim, “A Comparison of Multidimensional State Anxiety through
Time-to-Event Paradigm of Malaysian Sailors in Sailing Competition”,
ISN Bulletin, Malaysia, 1, 2008, pp. 19-25.
[49] B. H. Lim, and B. Singh, “The Effects of Psychological Interventions on
Pre Competition Multi- dimensional State Anxiety in Volleyball
Players.Malaysian”, Journal of Sport Sciences and Recreation, 6 (1),
2010, pp. 81-93.
[50] B. H. Lim, and B. Singh, “Gender Differences in the Effects of
Psychological Interventions on Multidimensional State Anxiety Prior to
Competition in Malaysian Volleyball Players”, MJSSR, 7(1), 2011, pp.
7-22.
[51] T. M. Magyar, and D. L. Feltz, “The influence of dispositional and
situational tendencies on adolescent girls’ sport confidence sources”,
Psychology of Sport and Exercise, 4, 2003, pp. 175-190.
[52] K. A. Morrison, “The examination of state sport self-confidence of
secondary school boys and girls participating in coeducational and
gender separated physical education classes”, Master Thesis, McGill
University, Canada, 1999.
[53] T. Woodman, S. Akehurst, L. Hardy, and S. Beattie, “Self-confidence
and performance: A little self-doubt helps”, Psychology of Sport and
Exercise 11, 2010, pp. 467-470.
[54] L. R. Gay, “Educational research: Competencies for analysis and
application (5th ed)”, Upper Saddle River, NJ: Prentice Hall, 1996.
[55] L. R. Gay, and P. Airasian, “Educational research: Competencies for
analysis and application (6th ed.)”, Upper Saddle River, NJ: Prentice
Hall, 2000.
[56] R. W. Brislin, W. Lonner, and R. M. Thorndike, “Cross-Cultural
Research Methods”, New York: John Wiley & Sons, 1973.
[57] J. Nunally, “Psychometric theory (2nd ed)”, San Fransisco, CA: JosseyBass,
1978.
[58] J. Cohen, “A coefficient of agreement from norminal scale”,
Educational and Psychogical Measurements, 20, 1960, pp. 37-46.
[59] L. Cohen, L. Manion, and K. Marrison, “Research methods in education
(7th ed)”, New York, NY: Routledge, 2011.
[60] J. Piaget, “The child and reality” (A. Rosin, Trans.), New York, NY:
Grossman, 1973.
[1] A. Wuest, and C. A. Bucher, “Foundations of physical education and
sport (16th ed)”, New York: McGraw-Hill, 2009.
[2] M. Balakrishnan, S. Rengasamy, and Mohd Salleh Aman, “ Effects of
teaching games for understanding approach on students’ cognitive
learning outcomes”, World Academy of Science, engineering and
Technology, 53, 2011.
[3] M. W. Metzler, “Instructional models for physical education”, Boston,
MA: Allyn & Bacon, 2000.
[4] P. Werner, R. Thorpe, and D. Bunker, “Teaching games for
understanding: Evolution of a model”, Journal of Physical Education,
Recreation and Dance, 67(1), 1996, pp. 28-33.
[5] J. Butler, and B. J. McCahan, “Teaching games for understanding as a
curriculum model”, In L. Griffin & J. Butler (Eds), Teaching Games for
understanding: Theory, research, and practice (pp. 33-35). Windsor,
Ontario, Canada: Human Kinetic, 2005.
[6] J. Y. Chow, K. Davids, C. Button, R. Shuttleworth, I. Renshaw, and D.
Araujo, “The role of nonlinear pedagogy in physical education”. Review
of Educational Research, 77(3), 2007, pp. 251-278.
[7] A. Bandura, “Fearful expectations and avoidant actions as coeffects of
perceived self-efficacy”, American Psychologist, 41, 1986, pp. 1389-
1391.
[8] M. Newton, “The relationship between perceived motivational climate
and dispositional goal orientation on selected indices of intrinsic
motivation”, Paper presented at the Association for the Advancement of
Applied Sport Psychology, Tahoe, NV, 1994.
[9] D. Kirk, and D. Macdonald, “Situation learning in physical education”,
Journal of Teaching in Physical Education, 17, 1998, pp. 376-387.
[10] S. A. Mitchell, L. L. Griffin, and J. L. Oslin, “Teaching sports skills”: A
tactical games approach (2nd ed), Champaign, IL: Human Kinetics,
2006.
[11] A. S. S. L. Wee, R. Shabeshan, and B. H. Lim, “The effectiveness of
teaching games for understanding (TGFU) in improving the hockey
dribbling skills among school girls”, International Journal of Health,
Physical Education and Computer Science in Sports, 17(1), 2015, pp.
129-133.
[12] D. Bunker, and R. Thorpe, “A model for teaching games in secondary
schools”, Bulletin of Physical Education, 18, 1982, pp. 5-8.
[13] J. E. Rink, “TGFU: Celebrations and cautions”, In J. Butler & L.
Griffin (Eds), Teaching Games for Understanding: Moving globally (pp.
33-48), Champaign, IL: Human Kinetics, 2010.
[14] R. Thorpe, and D. Bunker, “Preface”, In J. Butler & L. Griffin (Eds.),
More teaching games for understanding, Moving globally (pp. xi-xv),
Champaign, IL: Human Kinetics, 2010.
[15] D. Belka, “Teaching children games”, Champaign, IL: Human Kinetics,
1994.
[16] M. Mosston, and S. Ashworth, “Teaching physical education” (5th ed),
San Francisco: Benjamin Cummings, 2002.
[17] Y. K. Liu, “Teaching games for understanding: Implementation in Hong
Kong context”, Proceedings of the 2nd International Conference:
Teaching sport and physical education for understanding, Association
De International des Ecoles Superiors D’ Education Physique, 2003.
[18] I. Rovegno, M. Nevett, and M. Babiarz, “Learning and teaching invasion
game tactics in 4th grade: Instructional and theoretical perspective”,
Journal of Teaching in Physical Education, 20(4), 2001, pp. 341-351.
[19] M. Blomqvist, P. Luhtanen, and L. Laakso, “Comparison of two types of
instruction in badminton”, European Journal of Physical Education, 6,
2001, pp. 139-155.
[20] S. A. Mitchell, “Teaching and learning games at the elementary level”,
In L. Griffin & J. Butler (Eds.), Teaching Games for Understanding:
Theory, Research, and Practice (pp. 55-70), Champaign, IL: Human
Kinetics, 2005.
[21] D. S-M. Moreno, L. M. G. Lopez, M. S. D. V. Diaz, and I. S. Martinez,
“Spanish primary school students’ knowledge of invasion games”,
Physical Education and Sport Pedagogy, 16 (3), 2011, pp. 251-264.
[22] R. Psotta, and A. Martin, “Changes in decision making skill and skill
execution in soccer performance: The intervention study”, Acta Univ
Palacki Olomuc Gymn, 41(2), 2011.
[23] I. Rovegno, and J. P. Dolly, “Contructivism perspectives on learning”,
In D. Kirk, D. Mcdonald, & M. O’ Sullivan (Eds), Handbook of physical
education (pp. 242-261). London, England: Sage, 2006.
[24] N. Sanmuga, “The effects and sustainability’s of training programmers
using Teaching Games for Understanding (TGFU) with different
teaching style on students with varying hockey skill levels”, A paper
presented at 1st Asia Pacific Sport in Education Conference, Adelaide,
Australia, 2008.
[25] P. Webb, and P. Pearson, “An integrated approach to Teaching Games
For Understanding”, Journal of Health, Physical Education, Recreation
& Dance, 67(1), 2008, pp. 28-33.
[26] J. A. Oslin, S.A. Mitchell, and L. Griffin, “The Game Performance
Assessment Instrument (GPAI): Development and preliminary
validation”, Journal of Teaching Physical Education, 17, 1998, pp.231-
243.
[27] R. P. Pangrazi, and C. M. Casten, “Dynamic physical education for
elementary school children (15th ed)”, San Francisco, CA: Cummings,
2007.
[28] J. F. Richard, and N. Wallian, “Emphasizing students engagement in
construction of game performance”, In L. Griffin & J. Butler (Eds.),
Teaching games for understanding: Theory, research and practice (pp.
19-32), Champaign, IL: Human Kinetics, 2005.
[29] N. Sanmuga, “A study on effectiveness of SET and SHT Teaching
Modules in in acquiring general skills, knowledge and game play among
students of varying skill levels in hockey”, International Congress
(AIESEP), A Coruna, 26-29 October 2010.
[30] S. Allison, and R. D. Thorpe, “A comparison of the effectiveness of two
approaches to teaching games within physical education: A skill
approach versus a games for understanding approach”, British Journal
of Physical Education, 28(3), 1997, pp. 9-13.
[31] L. L. Griffin, S. A. Mitchell, and J. L. Oslin, “Teaching sports concepts
and skill: A tactical games approach”, Champaign, IL: Human Kinetics,
1997.
[32] S. Harvey, “Effects of teaching games for understanding on game
performance and understanding in middle school physical education”,
Electronic theses and dissertations, 2006.
[33] N. Holt, W. Strean, and E. G. Begoechea, “Expanding the teaching
games for understanding model: New avenues for future research and
practice”, Journal of Physical Education, 21(2), 2002, pp. 162-177.
[34] T. Hopper, “Teaching games for understanding: The importance of
student emphasis over content emphasis”, Journal of Physical
Education, Recreation, and Dance, 73(7), 2002, pp. 44-48.
[35] D. Memmert, and S. Konig, “Teaching games in elementary school”,
International Journal of Physical Education, 44, 2007, pp. 54-67.
[36] I. Mesquite, A. Graca, A. R. Gomes, and C. Cruz, “Examining the
impact of a step game approach to teach volleyball on students’ tactical
decision making and skill execution during game play”, Journal of
Human Movement Studies, 448, 2005, pp. 469-492.
[37] N. Sanmuga, and G. Khanna, “A comparison Study of TGFU with
Technical Training Model in Mini Game Performance, Speed and
Accuracy among Junior Hockey players”, Pan-Asian Journal of Sports
& Physical Education, 4 (1), 2012.
[38] N. Sanmuga, and G. Khanna, “A comparative approach to teaching
Malaysian school boys hockey using two different pedagogical styles”,
Asian Journal of Exercise and Sports Science, 9 (2), 2012.
[39] N. Sanmuga, Ahmad Hashim, K. B. Ong, Abdul Rahim Shariff, Mohd
Sani Madon, and Nelfianty Abd Rasyhid, “Effect of teaching games of
understanding in 5 versus 5 mini game play, cardiovascular fitness, leg
power and 30m running speed among Malaysian School elite players”,
Bristish Journal of Arts and Social Science, 11(2), 2013.
[40] I. B. Tallir, E. Musch, K. Lannoo, and J. V. Voorde, “Validation of
video-based instruments for the assessment of game performance in
handball and soccer”, Proceeding of the 2nd International Conference,
Teaching Sport and Physical Education for Understanding, University of
Melbourne, 2003.
[41] I. B. Tallir, E. Musch, M. Valcke, and M. Lenoir, “Effects of two
instructional approaches for basketball on decision making and
recognition ability”, International Journal of Sport Psychology, 36,
2005, pp. 107-126.
[42] S. Harvey, R. Bryan, H. Wegis, and H. Van der Mars, “Effects of
teaching games for understanding on game performance in middle
school physical education”, Research Quarterly for Exercise and Sport,
78(1), 2007, pp. 119-121.
[43] S. Harvey, C. J. Cushion, H. M. Wegis, and A. N. Massa-Gonzalez,
“Teaching games for understanding in American high-school soccer: A
quantitative data analysis using the game performance assessment
instrument”, Physical Education and Sport Pedagogy, 15(1), 2010, pp.
29-54.
[44] T. Bagherpour, Hairul Anuar Hashim, S. Saha, and Asok Kumar Ghosh,
“Exploratory factor Trait Sports Confidence Inventory (TSCI) scale
among adolescent taekwondo players”, Middle-East Journal of Scientific
Research 11(1), 2012, pp. 106-112.
[45] K. Bjom, “The effects of highlight videotapes on the Self-Efficacy and
State Sport-Confidence of female tennis players, Master Theses, McGill
University, 1995.
[46] N. Callow, and L. Hardy, “Types of imagery associated with sport
confidence in netball players of varying skill levels”, Journal of Applied
Sport Psychology, 13, 2007, pp. 1-7.
[47] N. Callow, and A. Waters, “The effect of kinesthetic imagery on the
sport confidence of flat-race horse jockeys”, Psychology of Sport and
Exercise, 6, 2005, pp. 443-459.
[48] B. H. Lim, “A Comparison of Multidimensional State Anxiety through
Time-to-Event Paradigm of Malaysian Sailors in Sailing Competition”,
ISN Bulletin, Malaysia, 1, 2008, pp. 19-25.
[49] B. H. Lim, and B. Singh, “The Effects of Psychological Interventions on
Pre Competition Multi- dimensional State Anxiety in Volleyball
Players.Malaysian”, Journal of Sport Sciences and Recreation, 6 (1),
2010, pp. 81-93.
[50] B. H. Lim, and B. Singh, “Gender Differences in the Effects of
Psychological Interventions on Multidimensional State Anxiety Prior to
Competition in Malaysian Volleyball Players”, MJSSR, 7(1), 2011, pp.
7-22.
[51] T. M. Magyar, and D. L. Feltz, “The influence of dispositional and
situational tendencies on adolescent girls’ sport confidence sources”,
Psychology of Sport and Exercise, 4, 2003, pp. 175-190.
[52] K. A. Morrison, “The examination of state sport self-confidence of
secondary school boys and girls participating in coeducational and
gender separated physical education classes”, Master Thesis, McGill
University, Canada, 1999.
[53] T. Woodman, S. Akehurst, L. Hardy, and S. Beattie, “Self-confidence
and performance: A little self-doubt helps”, Psychology of Sport and
Exercise 11, 2010, pp. 467-470.
[54] L. R. Gay, “Educational research: Competencies for analysis and
application (5th ed)”, Upper Saddle River, NJ: Prentice Hall, 1996.
[55] L. R. Gay, and P. Airasian, “Educational research: Competencies for
analysis and application (6th ed.)”, Upper Saddle River, NJ: Prentice
Hall, 2000.
[56] R. W. Brislin, W. Lonner, and R. M. Thorndike, “Cross-Cultural
Research Methods”, New York: John Wiley & Sons, 1973.
[57] J. Nunally, “Psychometric theory (2nd ed)”, San Fransisco, CA: JosseyBass,
1978.
[58] J. Cohen, “A coefficient of agreement from norminal scale”,
Educational and Psychogical Measurements, 20, 1960, pp. 37-46.
[59] L. Cohen, L. Manion, and K. Marrison, “Research methods in education
(7th ed)”, New York, NY: Routledge, 2011.
[60] J. Piaget, “The child and reality” (A. Rosin, Trans.), New York, NY:
Grossman, 1973.
@article{"International Journal of Business, Human and Social Sciences:70316", author = "Wee A. S. S. Lee and S. Rengasamy and Lim Boon Hooi and C. Varatharajoo and M. Ibrahim K. Azeez", title = "The Effectiveness of Teaching Games for the Improvement of the Hockey Tactical Skills and the State of Self-Confidence among 16 Years Old Students ", abstract = "This study was conducted to examine the effectiveness of Teaching Games For Understanding (TGFU) in improving the hockey tactical skills and state self-confidence among 16-year-old students. Two hundred fifty-nine (259) school students were selected for the study based on the intact sampling method. One class was used as the control group (Boys=60, Girls=70), while another as the treatment group (Boys=60, Girls=69) underwent intervention with TGFU in physical education class conducted twice a week for four weeks. The Games Performance Assessment Instrument was used to observe the hockey tactical skills and The State Self-Confidence Inventory was used to determine the state of self-confidence among the students. After four weeks, ANCOVA analysis indicated the treatment groups had significant improvement in hockey tactical skills with F (1, 118) =313.37, p", keywords = "Hockey tactical skills, state self-confidence, teaching
games for understanding, traditional teaching.", volume = "9", number = "7", pages = "2333-7", }
