The Effects of TGFU and Set Pedagogical Model on Malaysian Aborigines’ Primary Student in Coaching Context

Abstract

Game-based approaches such as the Teaching Games for Understanding (TGfU) and the Malaysian game-based model labelled as Style E Tactical have not been tested for the efficacy among Malaysian Aborigines’ students compared to Malaysian mainstream students in football game play. The purpose of this study was to examined the effects of TGfU and Style E tactical (SET) pedagogical model among Aborigines’ primary school students in 5 versus 5 small sided game play. This study employed Quasi-Experimental design of pre and post-test with two intervention groups. The study utilized intact samples of, n=20, male, aged 10±12 years old who were divided equally into two groups of TGfU, (n=10) and SET, (n=10). This study completed six weeks of interventions. Players’ game performance was evaluated in terms of decision making (attacking and defending), skill execution (passing, receiving the ball, dribbling, and scoring), adjust (movement to maintain the ball possession) as well as cover (assist their teammates in defending situations by helping their teammate who is trying to win the ball and marking the opponents who have no ball) in a modified game situation of 5 versus 5. The data was analyzed using One-way ANOVA. Findings indicated there was no significant difference in game component of decision-making between the TGfU (M/SD: 7.30±5.06) and SET (M/SD: 4.10±2.85), F (1,18) =3.04, p=.098, p > 0.05) after intervention, skill execution between the TGfU (M/SD: 3.90±3.21) and SET (M/SD: 2.50±2.92), F (1,18) =1.04, p=.321, p > 0.05) after intervention and adjust between the TGfU (M/SD: .40±.69) and SET (M/SD: .10±.32), F (1,18) =1.53, p=.232, p > 0.05) after intervention. However, as for cover component findings indicated significant difference between the TGfU (M/SD: 2.10±1.59) and SET (M/SD: .40±.69), F (1,18) =9.53, p=.006, p < 0.05) after intervention. In conclusion, TGfU model seems to be a better model especially for cover component (assist their teammates in defending situations by helping their teammate who is trying to win the ball and marking the opponents who have no ball). Thus, further research has to be done to confirm the effectiveness of TGfU and SET models for Aborigine students by employing the same components or other components of game play, integrating the physiological parameters and physical abilities. Apart from that, further research should pay attention on methodology aspects of maturation and selection and also the large number of samples by considering their needs and difficulties revolve around their sensitivities in terms of communication as well as cultural.