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The Effects of Team-Game-Tournaments Application towards Learning Motivation and Motor Skills in College Physical Education

Author

Listed:
  • Yu-Jy Luo

    (Office of Physical Education, Ming Chuan University, Taoyuan 333, Taiwan)

  • Mei-Ling Lin

    (Office of Physical Education, Mackay Junior College of Medicine, Nursing & Management, Taipei 112, Taiwan)

  • Chien-Huei Hsu

    (Early Childhood Care and Education, University of Kang-Ning, Taipei 114, Taiwan)

  • Chun-Chin Liao

    (Office of Physical Education, Ming Chuan University, Taoyuan 333, Taiwan)

  • Chun-Chieh Kao

    (Office of Physical Education, Ming Chuan University, Taoyuan 333, Taiwan)

Abstract

Physical education (PE) helps form lifelong learning and exercise habits; therefore, PE courses should be designed to enhance student motivation. Team-game tournaments (TGTs) enable learning in heterogeneous groups and involve positive interdependence, individual accountability, social skills, face-to-face interaction, group processing, and equal opportunities. Therefore, this quasi-experimental pre-test–post-test study investigated the effects of the TGT on learning motivation and motor skills. In this study, 108 students who enrolled in an advanced basketball course from two classes in a Taiwanese university were recruited as participants. Experimental teaching was implemented based on the class patterns, during which the students were divided into experimental and control groups. The control group, consisting of 56 students (46 male and 10 female), received conventional PE. In the TGT experimental group, constituting 52 students (40 male and 12 female), the TGT learning program was implemented. After a 12-week basketball teaching session, the TGT teaching strategy significantly improved student motivation but not motor skill acquisition. Competency level, however, did not significantly affect motivation but was significantly related to motor skill acquisition. Interaction effects between teaching strategy and competency level were non-significant. Despite TGTs enhancing learning motivation, PE teachers are still responsible for teaching rules, knowledge, and skills, engaging team members, and ensuring sufficient time for skill practice.

Suggested Citation

  • Yu-Jy Luo & Mei-Ling Lin & Chien-Huei Hsu & Chun-Chin Liao & Chun-Chieh Kao, 2020. "The Effects of Team-Game-Tournaments Application towards Learning Motivation and Motor Skills in College Physical Education," Sustainability, MDPI, vol. 12(15), pages 1-12, July.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:15:p:6147-:d:392352
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    Cited by:

    1. Rita Silva & Cláudio Farias & Isabel Mesquita, 2021. "Cooperative Learning Contribution to Student Social Learning and Active Role in the Class," Sustainability, MDPI, vol. 13(15), pages 1-18, August.
    2. Taofeng Liu & Mariusz Lipowski, 2021. "Sports Gamification: Evaluation of Its Impact on Learning Motivation and Performance in Higher Education," IJERPH, MDPI, vol. 18(3), pages 1-12, January.

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