Improvement of HOTS Method in Basketball Game Through TGFU Learning
DOI:
https://doi.org/10.17309/tmfv.2022.1.12Keywords:
teaching game, thinking skill, classroom action research, physical educationAbstract
The study's purpose was to improve students’ Higher Order Thinking Skills (HOTS) through learning using the Teaching Game For Understanding (TGfU) as a medium. This study uses purposive sampling with the provision of classes that have a low average value of physical education.
Materials and methods. This research is classroom action research (CAR). The sample used in this study consisted of one class totaling 32 students.
Results. The results of the study were that in the first cycle there were two assessments carried out, namely when playing the first game and the second game. In the first game students got a pretty good score, namely for the average SEI (Skill Execution Index) value of 0.72 from the highest score of 1 with a percentage of 72%, In the second cycle, the treatment given to students was still the same as the treatment in 1st cycle. In the second cycle, this time in the 1st game the average SEI value increased to 0.79 with a percentage of 79% then DMI increased to 0.81 with a percentage of 81% and the SI value increased to 0.81 with a presentation of 81%.
Conclusions. The learning process using TGfU can improve students’ HOTS skills. Learning TGfU with attacking and defending games, can improve decision making, execution skills, and player support which can be seen from each indicator that is determined to have increased from each cycle carried out by students. Hopefully, this research can be a support for Physical Education to grow more advanced.
Downloads
References
Kristiyanto, A., Prasetyo, Y., Pratama, K. W., Karakauki, M., Mustapha, A., & Idrus, S. Z. S. (2020, April). Access to The Utilization of Science and Technology of Sports and Familiarity of the Sports Community towards Technologically Based Devices. In Journal of Physics: Conference Series, 1529(2), 022099. IOP Publishing. https://doi.org/10.1088/1742-6596/1529/2/022099
Sutapa, P., Prasetyo, Y., Pratama, K. W., Karakauki, M., Mustapha, A., & Idrus, S. Z. S. (2020, April). Motor Development Index (MDI) Based on Combination of Human Development Index (HDI) and Sport Development Index (SDI) as a Success Parameter of Motor Development among Preschool Children: An Observational Study. In Journal of Physics: Conference Series, 1529(3), 032003. IOP Publishing. https://doi.org/10.1088/1742-6596/1529/3/032003
Harvey, S., Pill, S., & Almond, L. (2018). Old wine in new bottles: a response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework. Physical Education and Sport Pedagogy, 23(2), 166-180. https://doi.org/10.1080/17408989.2017.1359526
Wang, M., & Wang, L. (2018). Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students. BioMed research international, 2018. https://doi.org/10.1155/2018/3737595
Gil-Arias, A., Claver, F., Práxedes, A., Villar, F. D., & Harvey, S. (2020). Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit. European Physical Education Review, 26(1), 36-53. https://doi.org/10.1177/1356336x18816997
Fani, R. A., & Sukoco, P. (2019). Volleyball learning media using method of teaching games for understanding adobe flash-based. Psychology, Evaluation, and Technology in Educational Research, 2(1), 34-50. https://doi.org/10.33292/petier.v2i1.6
Mandigo, J., Lodewyk, K., & Tredway, J. (2019). Examining the impact of a teaching games for understanding approach on the development of physical literacy using the Passport for Life Assessment Tool. Journal of Teaching in Physical Education, 38(2), 136-145. https://doi.org/10.1123/jtpe.2018-0028
Lodewyk, K. R., & Bracco, E. (2018). Differences in Adaptive Outcomes between Previous Physical Education and a Teaching Games for Understanding Games Unit in Adolescent Girls. ICHPER-SD Journal of Research, 10(1), 12-20.
Barba-Martín, R. A., Bores-García, D., Hortigüela-Alcalá, D., & González-Calvo, G. (2020). The Application of the Teaching Games for Understanding in Physical Education. Systematic Review of the Last Six Years. International Journal of Environmental Research and Public Health, 17(9), 3330. https://doi.org/10.3390/ijerph17093330
Abad Robles, M. T., Collado-Mateo, D., Fernández-Espínola, C., Castillo Viera, E., & Giménez Fuentes-Guerra, F. J. (2020). Effects of Teaching Games on Decision Making and Skill Execution: A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health, 17(2), 505. https://doi.org/10.3390/ijerph17020505
Gambles, E. A., Anderson, S., Leyland, S., & Ling, J. (2018). Barriers and Facilitators underpinning PE teachers’ perspectives of the Teaching Games for Understanding approach using Occupational Socialisation.
Gambles, E. A., Anderson, S., Leyland, S., & Ling, J. (2018). Occupational Socialisation Theory: Identification of the barriers and facilitators that underpin physical education teachers’ perspectives of the Teaching Games for Understanding approach.
Salimin, N., Noruzzaman, A. R., Shahril, M. I., Taff, M. A. M., & Ali, S. K. S. (2018, December). Students Reasoning Achievement Using Games Performance Assessment Instrument in Physical Education. In 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Atlantis Press. https://doi.org/10.2991/yishpess-cois-18.2018.43
Memmert, D., Almond, L., Bunker, D., Butler, J., Fasold, F., Griffin, L., ... & Furley, P. (2015). Top 10 research questions related to teaching games for understanding. Research quarterly for exercise and sport, 86(4), 347-359. https://doi.org/10.1080/02701367.2015.1087294
Listyarini, A. E., Alim, A., Oktaviani, A. D., Putro, K. H., Kristiyanto, A., Margono, A., & Pratama, K. W. (2021). The Relations of Using Digital Media and Physical Activity with the Physical Fitness of 4th and 5th Grade Primary School Students. Teorìâ ta Metodika Fìzičnogo Vihovannâ, 21(3), 281-287. https://doi.org/10.17309/tmfv.2021.3.12
Armour, K. M., Makopoulou, K., Chambers, F., Housner, L. D., Metzler, M. W., Schempp, P. G., & Templin, T. J. (2009). The learning teacher in physical education. In Historic traditions and future directions of research on teaching and teacher education in physical education. https://doi.org/10.1016/j.tate.2011.10.006
Mitchell, S., & Oslin, J. (2005). Teaching games for understanding. Standards-based physical education curriculum development, 271-298.
Gil-Arias, A., Harvey, S., García-Herreros, F., González-Víllora, S., Práxedes, A., & Moreno, A. (2021). Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education. European Physical Education Review, 27(2), 366-383. https://doi.org/10.1177/1356336x20950174
Batez, M., Petrušič, T., Bogataj, Š., & Trajković, N. (2021). Effects of teaching program based on teaching games for understanding model on volleyball skills and enjoyment in secondary school students. Sustainability, 13(2), 606. https://doi.org/10.3390/su13020606
Harvey, S., Gil-Arias, A., & Claver, F. (2020). Effects of teaching games for understanding on tactical knowledge development in middle school physical education. Journal of Physical Education and Sport, 20(3), 1369-1379.
Sierra-Ríos, J. V., Clemente, F. M., Rey, E., & González-Víllora, S. (2020). Effects of 6 weeks direct instruction and teaching games for understanding programs on physical activity and tactical behaviour in U-12 soccer players. International Journal of Environmental Research and Public Health, 17(14), 5008. https://doi.org/10.3390/ijerph17145008
McPherson, S. L., &Kernodle, M. W. (2007). Mapping two new points on the tennis expertise continuum: Tactical skills of adult advanced beginners and entry-level professionals during competition. Journal of Sports Science, 25(8), 945-959. https://doi.org/10.1080/02640410600908035
McPherson, S. L. (2008). Tactics: using knowledge to enhance performance. In D. Farrow, J. Baker, & C. MacMahon (Eds.), Developing sport expertise: researchers and coaches put theory into practice (pp. 155-167). London, UK: Routledge.
González-Víllora, S., Sierra-Díaz, M. J., Pastor-Vicedo, J. C., & Contreras-Jordán, O. R. (2019). The way to increase the motor and sport competence among children: the Contextualized Sport Alphabetization model. Frontiers in physiology, 10, 569. https://doi.org/10.3389/fphys.2019.00569
García-González, L., Abós, Á., Diloy-Peña, S., Gil-Arias, A., & Sevil-Serrano, J. (2020). Can a hybrid sport education/teaching games for understanding volleyball unit be more effective in less motivated students? An examination into a set of motivation-related variables. Sustainability, 12(15), 6170. https://doi.org/10.3390/su12156170
Broek, G. V., Boen, F., Claessens, M., Feys, J., & Ceux, T. (2011). Comparison of three instructional approaches to enhance tactical knowledge in volleyball among university students. Journal of Teaching in Physical Education, 30(4), 375-392. https://doi.org/10.1123/jtpe.30.4.375
Downloads
Published
How to Cite
Issue
Section
License
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).