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Evaluating the Effectiveness of the Tactical Game Model in Teaching Badminton: A Quasi-Experimental Study
This study investigated the effectiveness of the Tactical Game Model (TGM) in teaching badminton, aiming to determine its impact on students' tactical awareness, decision-making, and skill performance.
A quasi-experimental pre-test-post-test control group design was employed with 40 university students enrolled in a badminton course. The experimental group received instruction based on the TGM approach, while the control group followed a traditional skill-based model. Data were collected through the Game Performance Assessment Instrument (GPAI) and a standardized Badminton Achievement Test. Statistical analysis included ANCOVA and paired-sample t-tests, with effect sizes interpreted according to Cohen's criteria.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Arm 1 (Experimental): Tactical Game Model group. | Experimental | Participants in the experimental group underwent an eight-week training programme based on TGM, consisting of one session per week, each lasting two hours. |
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| Arm 2 (Active Comparator): The traditional teaching method group. | Active Comparator | Using the direct instruction model (DIM), badminton lessons were held for two hours once a week over an eight-week period. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| game teaching model | Other | he Tactical Game Model (TGM) intervention in this study focuses on teaching badminton skills through modified game-play and tactical awareness, rather than isolated skill drills. Unlike traditional direct instruction methods used in the control group (which emphasize technical repetition before game play), the TGM approach begins with a modified badminton game designed to highlight a specific tactical problem (e.g., creating space or attacking the opponent's court). This is followed by tactical questioning by the instructor, a situated skill practice, and a return to the modified game to apply the learned skills. |
| Measure | Description | Time Frame |
|---|---|---|
| Badminton Achievement Test Score | Points The Badminton Achievement Test is a 15-item multiple-choice test designed to assess participants' knowledge of badminton rules, techniques, and tactics. Scores range from 0 to 15, with higher scores indicating greater badminton knowledge and proficiency. | Baseline and Week 8 |
| Game Performance Assessment Scale Score | Score Game Performance Assessment Scale (GPAS) score. Scores range from 0 to 100, with higher scores indicating better game performance. | Baseline and Week 8 |
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Inclusion Criteria:
Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Erzincan Binali Yıldırım University | Erzincan | Turkey (Türkiye) |
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A quasi-experimental pre-test-post-test control group design was employed with 40 university students enrolled in a badminton course. The experimental group received instruction based on the TGM approach, while the control group followed a traditional skill-based model.
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| direction teaching model | Other | The Badminton Proficiency Test and Game Performance Assessment Scale were administered as a pre-test Badminton instruction was delivered using the direct instruction model (DIM) for 8 weeks, at a rate of 2 hours per week. The Badminton Proficiency Test and Game Performance Assessment Scale were administered as a post-test. |
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