Comparing the effectiveness of tactical game teaching approach and traditional teaching method on sport participation motivation of children with developmental coordination disorder

Document Type : Original Article

Authors

1 Assistant Professor of Motor Behavior, Department of Physical Education and Sport Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

2 PhD Student of Motor Behavior, Tehran Central Branch, Islamic Azad University, Tehran, Iran.

Abstract

The aim of the present study was to compare the effectiveness of teaching tactical game approach and traditional teaching method on Sport Participation Motivation of children with developmental coordination disorder. The method of this study was quasi-experimental with pre-test-post-test design. The statistical population was all 9 to 12-year-old boys with developmental coordination disorder in Kermanshah City. 30 boys with developmental coordination disorder in Kermanshah City participated in the study voluntarily. Then, they were matched based on the pre-test scores and divided into two training groups of tactical game model and traditional teaching method each consisting of 15 individuals. The training program consisted of a basketball training program that was performed during 12 weeks and three one-hour sessions per week in both traditional and tactical games groups. Assessment tools included the Wilson Developmental Coordination Disorder Questionnaire (DCDQ'07), Sport Participation Motivation Questionnaire (SPMQ) and Movement Assessment Battery for Children Test (MABC-2). The results of Shapiro-Wilk and Levin tests showed that the data were normal and the variances were homogeneous. Analysis of covariance in SPSS 23 software was used to analyze the data (P <0.05). The results showed that the training group of tactical game model had a significant increase in Sport Participation Motivation scores compared to traditional teaching method group. Therefore, it can be said that using tactical game model compared to the traditional teaching method, increases Sport Participation Motivation of children with developmental coordination disorder. It is recommended to use tactical game approach in teaching sports skills to children with developmental coordination disorder.

Keywords

References

Bruner, J. (1983). Play, thought, and language. Peabody Journal of Educatio. 60(3), 60-69.
Chatzopoulos, D., Tsorbatzoudis. H., Drakou, A. (2006). Combination of technique and games approaches: Effects on game performance and motivation. Journal of Human Movement Studies. 50, 157-170.
Deci, E. L., & Ryan, R.M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry. 11(4), 227-26.
Fong, S. S. M., Chung, J. W. Y., Cheng, Y. T. Y., Yam, T. T. T., Chiu, H. C., Fong, D. Y. T., & Hung, Y. S. (2016). Attention during functional tasks is associated with motor performance in children with developmental coordination disorder: A cross-sectional study. Medicine. 95(37), 4935.
Ford, P. R., Yates, I., & Williams, A. M. (2010). An analysis of practice activities and instructional behaviours used by youth soccer coaches during practice: Exploring the link between science and application. Journal of Sports Sciences. 28(5), 483-495.
Gray, S., Sproule, J., & Morgan, K. (2009). Teaching Team Invasion Games and Motivational Climate. European Physical Education Review. 15(1): 65–89.
Gill, D. L., Gross, J. B., & Huddleston, S. (1983). Participation motivation in youth sports. International Journal of Sport Psychology, 14(1), 1-14.
Harvey, S., Song, Y., Baek, J. H., & Van Der Mars, H. (2016). Two sides of the same coin: Student physical activity levels during a game-centred soccer unit. European Physical Education Review. 22(4), 411-429.
Henderson, S. E., Sugden, D. A., & Barnett, A.L. (2007). Movement assessment battery for children–second edition. Harcourt Assessment London.
Hendrix, C. G., Prins, M. R., & Dekkers, H. (2014). Developmental coordination disorder and overweight and obesity in children: A systematic review. Obesity Reviews. 15(5), 408-423.
Hodges, M., Wicke, J., & Flores-Marti, I. (2018). Tactical games model and its effects on student physical activity and gameplay performance in secondary physical education. Physical Educator. 75(1), 99-115.
 Jones, R.J.A., Marshall, S., and Peters, D.M. (2010). Can we play a game now? The intrinsic value of TGfU. European Journal of Physical and Health Education. 4(2): 57–63.
Launder A.G., Piltz W. (2013). Play Practice: Engaging and Development Skilled Players From Beginner to Elite (2th ed). Human Kinetics.
Mandigo, J., Holt, N., Anderson, A. (2008). Children’s motivational experiences following autonomy supportive games lessons. European Physical Education Review. 14(3), 407–425.
Mitchell, S. A., & Walton-Fisette, J. (2016). The essentials of teaching physical education: Curriculum, instruction, and assessment. Human Kinetics.
Monastiridi, S. G., Katartzi, E. S., Kontou, M. G., Kourtessis, T., & Vlachopoulos, S. P. (2020). Positive relations of physical fitness and exercise intervention programs with motor competence and health-related quality of life in developmental coordination disorder: A systematic review. European Journal of Physical Education and Sport Science. 6(3), 1-51.
Nobre, G., Valentini, N., Ramalho, M., & Sartori, R. (2019). Self-efficacy profile in daily activities: Children at risk and with developmental coordination disorder. Pediatrics & Neonatology. 60(6), 662-668.
Oslin, J., & Mitchell, S. (2006). Game-centered approaches to teaching physical education. The handbook of physical education. 627-651.
Smith, L., Harvey, S., Savory, L., Fairclough, S., Kozub, S., & Kerr, C. (2015). Physical activity levels and motivational responses of boys and girls: A comparison of direct instruction and tactical games models of games teaching in physical education. European Physical Education Review. 21(1), 93-113.
Smith, M., Banwell, H. A., Ward, E., & Williams, C. M. (2019). Determining the clinical knowledge and practice of australian podiatrists on children with developmental coordination disorder: A cross-sectional survey. Journal of foot and ankle research. 12(1), 42.
Wilson, B. N., Crawford, S. G., Green, D., Roberts, G., Aylott, A., & Kaplan, B. J. (2009). Psychometric properties of the revised developmental coordination disorder questionnaire. Physical & occupational therapy in pediatrics. 29(2),182-202.
Yu, J., Sit, C. H. P., Burnett,  A., Capio, C. M., Ha, A. S. C., & Huang, W. Y. J. (2016). Effects of fundamental movement skills training on children with developmental coordination disorder. Adapted physical activity quarterly. 33(2), 134-155.
 
Empowering Exceptional Children
Volume 12, Issue 1
June 2021
Pages 21-30

Files

History

  • Receive Date: 20 February 2021
  • Revise Date: 06 March 2021
  • Accept Date: 18 April 2021

Share

How to cite

Statistics