Abstract
ABSTRACT This study investigates the effectiveness of the student-designed games (SDG) model in enhancing effort, cooperation, and enjoyment among 173 preservice teachers in a university-level sports officiating course within a Physical Education Teacher Education (PETE) program. Using a quasiexperimental design, participants were divided into an experimental group, which underwent an 18-week SDG intervention, and a contrast group, which received conventional instruction. ANCOVA results indicated significant improvements in all areas for the SDG group. The findings highlight the potential of the SDG model to create an interactive learning environment and improve learning outcomes in PETE programs. This research extends the application of SDG to higher education and non-western context, highlighting its potential to improve the learning outcomes.
Published Version
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