The Effectiveness of Teaching Games for Understanding (TGfU) Approach on Tactical Decision-Making, Technical Skills, and Learning Engagement Among Physical Education Students in Table Tennis Courses
DOI:
https://doi.org/10.31004/anthor.v5i5.1408Keywords:
Teaching Games for Understanding, Table Tennis Learning, Tactical Decision-Making, Physical Education StudentsAbstract
Teaching Games for Understanding (TGfU) has emerged as an innovative pedagogical approach that emphasizes tactical awareness, decision-making, and meaningful game experiences rather than isolated technical practices. This study aimed to examine the effectiveness of the TGfU approach on tactical decision-making, technical skills, and learning engagement among physical education students enrolled in table tennis courses. A quasi-experimental research design with a pre-test and post-test control group was employed. Sixty undergraduate physical education students were selected and divided into an experimental group (n = 30) receiving TGfU-based instruction and a control group (n = 30) receiving conventional technique-oriented instruction. The intervention was conducted over eight weeks consisting of 16 learning sessions. Data were collected using tactical decision-making assessment, table tennis skill performance tests, and learning engagement questionnaires. The data were analyzed using mixed MANOVA and ANCOVA procedures. The findings indicated that students in the TGfU group demonstrated significantly greater improvements in tactical decision-making, technical skills, and learning engagement compared with the control group. These findings suggest that TGfU provides a comprehensive learning framework by integrating cognitive understanding, motor skill development, and active student participation. The study contributes to sport pedagogy literature by extending the application of TGfU to table tennis learning within physical education teacher education contexts.
References
Bunker, D., & Thorpe, R. (2021). Teaching Games for Understanding: Theoretical foundations and contemporary applications in physical education. Physical Education and Sport Pedagogy.
Clemente, F. M., Martins, F. M. L., & Mendes, R. (2022). Game-based learning in physical education: Effects on students’ involvement and learning outcomes. International Journal of Environmental Research and Public Health, 19(5), 1–12.
Cohen, J., McBride, R., & McNiff, J. (2023). Experimental designs in physical education research: Measuring intervention effectiveness. Journal of Physical Education Research, 10(2), 45–60.
Correia, V., Carvalho, J., Araújo, D., Pereira, E., & Davids, K. (2020). Principles of nonlinear pedagogy in sport coaching. Physical Education and Sport Pedagogy, 25(4), 378–394.
Fernández-Río, J., Hortigüela-Alcalá, D., & Pérez-Pueyo, Á. (2020). Models-based practice in physical education: Current perspectives and future directions. Journal of Teaching in Physical Education, 39(2), 209–218.
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2022). Student engagement, learning, and development in educational contexts. Educational Psychologist, 57(3), 139–155.
González-Víllora, S., García-López, L. M., & Contreras-Jordán, O. R. (2020). Tactical knowledge and decision-making development through Teaching Games for Understanding in sport education. Sport, Education and Society, 25(6), 689–703.
Harvey, S., & Light, R. L. (2020). Influence of Teaching Games for Understanding on students’ learning outcomes in physical education: A systematic review. Physical Education and Sport Pedagogy, 25(5), 489–503.
Kahu, E. R., & Nelson, K. (2021). Student engagement in higher education: Revisiting theoretical perspectives. Higher Education Research & Development, 40(1), 1–15.
Liu, R., & Zhang, Y. (2021). Biomechanical characteristics of table tennis strokes and implications for coaching. Journal of Sports Sciences, 39(8), 901–910.
Malagoli Lanzoni, I., Di Michele, R., & Merni, F. (2020). A biomechanical analysis of table tennis performance: Implications for skill training. Journal of Human Kinetics, 72, 25–35.
Molina, S. F., González-Cutre, D., & Sicilia, Á. (2022). Pedagogical models in physical education teacher education: Impact on preservice teachers’ competence. European Physical Education Review, 28(4), 1025–1042.
O’Leary, N., & Griggs, G. (2020). The implementation of Teaching Games for Understanding in physical education: A review of pedagogical practices. Physical Education and Sport Pedagogy, 25(1), 1–14.
Otte, F. W., Millar, S. K., & Klatt, S. (2021). Skill acquisition and motor learning approaches in sports education. Sports, 9(7), 1–15.
Pizarro, A. P., García-González, L., & Valero-Valenzuela, A. (2021). Effect of a tactical approach on decision-making and game performance in sport education. Journal of Sports Sciences, 39(12), 1350–1360.
Renshaw, I., Davids, K., & Chow, J. Y. (2021). A constraints-led approach to skill acquisition in sport. Human Movement Science, 76, 102770.
Robles-Romo, H., Abad, M. T., & Giménez, F. J. (2021). Effects of Teaching Games for Understanding on physical education students’ motivation and engagement. International Journal of Environmental Research and Public Health, 18(15), 1–12.
Santos, S., Memmert, D., Sampaio, J., & Leite, N. (2022). The impact of game-based approaches on tactical knowledge and decision-making in sport. Psychology of Sport and Exercise, 58, 102080.
Varea, V., González-Calvo, G., & García-Monge, A. (2021). Physical education teacher education students’ learning experiences through innovative pedagogical models. Teaching and Teacher Education, 105, 103423.
Zhang, H., Liu, Y., & Zhang, S. (2020). Technical performance analysis and skill development in table tennis players. International Journal of Performance Analysis in Sport, 20(4), 650–663.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Lukmanul Hakim, Ira Arini, Ahmad Firmansah, Andrian Rahman Ayudi, Ridwan Sudirman

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.







