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DR. SANMUGANATHAN PENANG, MALAYSIA. Diploma in Physical and Health Education B.A (Hons) History and Political Science MA.ED & PhD in Physical Education and Sports I.A.A.F Level II coach.

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Dr sanmuganathan penang malaysia
DR. SANMUGANATHANPENANG, MALAYSIA.

  • Diploma in Physical and Health Education

  • B.A (Hons) History and Political Science

  • MA.ED & PhD in Physical Education and Sports

  • I.A.A.F Level II coach


Dr sanmuganathan penang malaysia

The Effects of Training Programmes using Tactical Model with Different Teaching Styles on Students with Varying Hockey Skills

Games are an important component in the Physical

Education curriculum and international sports

Students with different skill levels have the right to play

and upgrade their games performance

Games performance is based on ball control, speed and

accuracy executing skills, decision making and games

knowledge

Teaching styles, Learning and Training methods are

important to upgrade games performance


Background of study
Background of study Different Teaching Styles on Students with Varying Hockey Skills

  • TGFU model proven to be effective in decision making, knowledge components. Not much improvement shown in skill execution during game play

  • Spectrum of Mosston & Ashworth Teaching styles (B,E & H) effective in sports especially in skill execution, but no research had been done on ball control, decision making and knowledge components of the game.

  • No research had been done to incorporate TGFU model with Teaching Styles as a form of training programmes for students in hockey.

  • The purpose of this study was to investigate the effectiveness and sustainabilities of SBT, SET & SHT on boys with different skill levels in speed and accuracy, declarative and procedural knowledge as well as ball control, decision making, skills execution in 3-vs-3 game situation


Research methodology
Research Methodology Different Teaching Styles on Students with Varying Hockey Skills

  • Balanced factorial design with Repeated Measures

  • Samples (225 boys, 12-13 year-old)

  • Pretest performance on speed and accuracy were used to distribute the boys into skill levels (HSB, MSB, LSB)

  • Henry Freidel Field Hockey Test (H.F.F.H.T)

  • Hockey Knowledge Test : 30 multiple choice questions (15 declarative and 15 procedural knowledge)

  • Game Play Observational Instrument were used to measure ball control, decision making and skill execution in 3 versus 3 game situation

  • MANCOVA,ANCOVA (to determine the effectiveness of the three training prog using posttest I)

  • Two-ways Repeated Measures of ANOVA (to determine the sustainabilities of training programmes using posttests I-III)


Training programmes
Training Programmes Different Teaching Styles on Students with Varying Hockey Skills

Style B (practice)

-Teacher prepares the training

lessons and students practice it

when they are ready

  • TGFU MODEL

  • Scoring strategy

  • Defending strategy

  • Restarting play strategy

  • 6 steps

  • Game

  • Game appreciation

  • Tactical awareness

  • Making decision

  • Skill execution

  • Performance

  • Activities

  • Warm up

  • Analyzing tactical topic

  • Games situation I

  • Games Situation II

  • + Skill drills

  • Feedback & Limbering

  • down.

  • Style E (inclusion)

  • Teacher prepares training

  • lessons in 3 categories

  • (high, medium and low

  • difficulties)

  • - Give freedom to students

  • to choose the training lesson

  • Style H (Divergent production)

  • Teacher prepares training

  • lessons based on tactical topic

  • and students solve the tactical

  • problem in game situation


Training schedule for sbt set and sht training programmes
Training Schedule for SBT, SET and SHT Training Programmes Different Teaching Styles on Students with Varying Hockey Skills


Results
Results Different Teaching Styles on Students with Varying Hockey Skills

Effectiveness (Posttest I results) Skill levels/Groups

Sustainabilities (Posttests I-III)

Speed: Huynh-Felt, p=.001, df(2, 148), partial eta 2 .266. observed power 1.00 (SET sustain from posttest I-II.)

Accuracy: Huynh-Felt, p=.031, df(2, 148), partial eta 2 .048. observed power .640 (SHT sustain from posttest I-II.)

Declarative: Huynh-Felt, p=.010, df(2, 148), partial eta 2 .061. observed power .788 (SBT sustain from posttest I-III & SHT sustain posttest I, III

Procedural: Huynh-Felt, p=.105, df(2, 148), partial eta 2 .030. observed power .449 (SHT sustain from posttest I-III

Ball control: Huynh-Felt, p=.001, df(2, 70), partial eta 2 .288. observed power .988 (No programme sustain from posttest I-III)

Decision making: Huynh-Felt, p=.001, df(2, 70), partial eta 2 .463. observed power .100 (SET sustain from posttest I and III)

Skill execution: Huynh-Felt, p=.002, df(2, 70), partial eta 2 .063. observed power .461 (SET sustain from posttest I - II)


Discussion and conclusions
Discussion and Conclusions Different Teaching Styles on Students with Varying Hockey Skills

  • SET suitable as short and long term training prog for speed but also as short term for accuracy.

  • SET suitable as long term training prog for decision making and skill execution

  • SHT suitable as short term training prog for ball control

  • SHT suitable as long term training prog for declarative & procedural knowledge

  • SBT suitable as short term training prog for skill execution and long term declarative knowledge

  • Players need continuous training prog to improve and sustain game performance

  • Future studies could use agility test to select samples or use any other different teaching styles to incorporate with TGFU model


Thank you
THANK YOU Different Teaching Styles on Students with Varying Hockey Skills