Understanding the Influence of Combined Teaching Styles on Football Passing Performance among PETE Freshmen Students
DOI:
https://doi.org/10.17309/tmfv.2025.3.15Keywords:
combined teaching styles, inclusion, guided discovery, passing performanceAbstract
Background. The selection and effectiveness of teaching styles have been the focus of previous investigations. Therefore, further studies are needed to broaden the spectrum of teaching styles by exploring their combinations.
Objectives. This study aimed to investigate the influence of different teaching styles, specifically inclusion, guided discovery, and combined guided discovery-practice, on football passing performance among freshmen students enrolled in a Physical Education Teacher Education (PETE) program.
Materials and methods. The sample comprised 66 male first-year students enrolled in the Basic Football Skills course for the 2024/2025 academic year at the Physical Education Study Program, Cenderawasih University, Indonesia. Theparticipants were randomly assigned to one of inclusion, guided discovery, and combined guided discovery-practice groups, with each group consisting of 22 students. After confirming the necessary assumption, one-way ANOVA was conducted at a 0.05 confidence level, followed by a post hoc Tukey test.
Results. Each teaching style group showed an improvement in passing performance, confirming a significant influence of teaching style implementation on football passing performance among PETE freshmen students. One-way ANOVA revealed substantial differences among the groups (p < 0.05). After teaching style implementation, combined-GDP had the fastest passing performance time (67 seconds), compared to guided discovery (87 seconds) and inclusion (96 seconds). Furthermore, the results indicated that combined guided discovery-practice led to a better passing performance.
Conclusions. The findings of this study emphasized the effectiveness of combining teaching styles to enhance football passing performance among PETE freshmen students. Combined guided discovery-practice resulted in a better passing performance compared to guided discovery and inclusion styles. Therefore, combining teaching styles could help maximize the benefits and mitigate the limitations of individual teaching styles, typically leading to improved learning outcomes.
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