Small-Sided Games in Building Female Students’ Motivation for Practising Football in Physical Education
DOI:
https://doi.org/10.17309/tmfv.2022.3s.08Keywords:
female students, football, motivation, physical education, small-sided gamesAbstract
Study purpose. This study aimed to analyze the effect of a small-sided games (SSGs) cooperative learning model on female students’ motivation to participate in practical football learning.
Materials and methods. The one-group pretest-posttest design was used to identify the change in motivation on twenty female eleventh grade students selected as research subjects by random sampling techniques. Data on their motivation were collected before and after the small-sided games practice. Data analysis was carried out by using descriptive techniques and the dependent t-test.
Results. The results indicated a pretest value of 134.30 with 15.97 as the mean value. Meanwhile, the posttest resulted in a value of 152.60 with 15.73 as the mean value, which yields a difference of 18.3 in the mean values. It indicates an increase in motivation by 13.63%. The dependent t-test resulted in 6.654 as t-count value at 0.05 significance level. These results indicated that small-sided games cooperative learning model in physical education had a significant effect on improving female students’ motivation to actively participate in football. Examining the implementation of football SSGs in school physical education courses and its effect on the motivation of female students to participate in practical football playing was the focus and novelty of this study.
Conclusions. This study findings will be useful resources for sports instructors and stakeholders in physical education to give more consideration to innovations such as SSGs in increasing awareness and participation of students in sports and physical activities, especially football, to improve their physical health, and as one of the determinants of achieving success in students’ studies.
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