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.
Highlights
Students understood that personal skills were not equal to team tournament performance, and low-achieving students could gain a sense of accomplishment in the team-game tournaments (TGTs) model, with each student having the opportunity to succeed in the tournament, thereby enhancing their learning motivation
This study demonstrates that TGT intervention cannot effectively improve motor skills, which supports the argument of Miller et al [44] that striking a balance between educational games and motor skills is difficult
After the TGT experimental course intervention was employed, it was discovered to be superior to conventional teaching methods in terms of students’ learning motivation in the Physical education (PE) course
Summary
The main objectives are offering physical training that makes students stronger and healthier, and assisting students to acquire relevant knowledge, physical experience, interpersonal interaction, and teamwork through physical education, and these courses have a profound impact on students’ physical exercise and lifelong exercise habits, especially their level of sports involvement after leaving university [1,2,3,4,5]. If PE merely involves one-way skill teaching without incorporating students’ enthusiasm for sports and peer interaction, these courses will be boring and monotonous, causing students to lose their motivation to continue to exercise. University PE courses are the final influence on individual exercise habits, and have their own meaning and goals, as well as precise value for students’ PE and lifelong exercise habits, affecting their sports involvement after they leave school [4]. University PE plays a crucial role because it is the final opportunity in the course of students’ lifelong learning for them to receive knowledge on the systematic planning of regular exercise and establish a lifelong regular exercise habit
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