Journal of Pedagogy in Sport and Physical Activity

The Effect of Teams-Games-Tournament Model on Fundamental Basketball Skills Among Secondary School Students: A Quasi-Experimental Study

2026-02-17T20:59:06+07:00

Research Problems: The development of sport-specific skills in physical education remains suboptimal due to the dominance of teacher-centred instructional approaches, which limit students’ active engagement and meaningful practice. Although cooperative learning models such as Teams-Games-Tournament (TGT) have been widely applied, empirical evidence examining their effectiveness on specific basketball skill components within structured experimental designs is still limited. Research Objectives: This study aimed to examine the effect of the Teams-Games-Tournament (TGT) cooperative learning model on students’ basketball skill development. Methods: A quasi-experimental pretest–posttest control group design was employed. A total of 60 secondary school students were selected using cluster random sampling and assigned to an experimental group (n = 30) and a control group (n = 30). The study was conducted in a school-based physical education setting over a 6-week intervention period. The experimental group received TGT-based instruction, while the control group was taught using conventional methods. Basketball skills (passing, dribbling, and shooting) were measured using standardized performance tests with established validity and reliability (Cronbach’s a > 0.80). Data were analyzed using descriptive statistics, normality and homogeneity tests, and paired and independent samples t-tests. Results: The results indicated that students in the TGT group achieved significantly higher post-test scores (M = 78.56, SD = 5.84) compared to the control group (M = 69.21, SD = 6.03), t(58) = 6.02, p < .001, with a large effect size (Cohen’s d = 1.55). Significant improvements were also observed across all skill components (passing, dribbling, and shooting) in the experimental group compared to the control group. Conclusion: The Teams-Games-Tournament model has a significant positive effect on basketball skill development in physical education. This model enhances active participation, collaborative learning, and structured skill practice. Future research is recommended to explore its long-term effects and applicability across different sports and educational levels.

Enhancing Students’ Basketball Passing Skills Through Cooperative Game-Based Learning

2026-03-31T15:53:32+07:00

Research Problems: This study was motivated by the low learning outcomes of students in basketball passing techniques during Physical Education (PE) lessons at SMAN 11 Palembang. Limited variation in teaching methods made students less active and less able to understand proper passing techniques. Research Objectives: This study aimed to determine the effect of the Team Games Tournament (TGT) cooperative learning model on students’ basketball passing skills. Methods: The study employed a quantitative approach using a one-group pretest–posttest experimental design. The sample consisted of 30 eleventh-grade students selected through purposive sampling. Data was collected using a wall bounce test to measure chest pass ability before and after the intervention. The treatment was conducted over five weeks with one session per week. Data were analyzed using the Shapiro–Wilk normality test and paired sample t-test with IBM SPSS Statistics. Results: The results showed a significant improvement in students’ passing performance. The mean pretest score increased from 18.43 to 23.63 in the posttest, representing an improvement of 28.2%. Statistical analysis indicated a significance value of 0.000 (p < 0.05), confirming a significant difference between pretest and posttest scores. In addition, students’ performance categories improved from predominantly “Less” before treatment to mostly “Good” and “Very Good” after treatment. Conclusion: In conclusion, the TGT cooperative learning model was effective in improving students’ basketball chest pass skills and can be recommended as an engaging instructional strategy in physical education learning.

Anthropometric Assessment of Nutritional Status among Young Football Athletes

2026-06-08T06:59:56+07:00

Background: Nutritional status is an important component of growth and development in young football athletes. Differences in growth and maturation may result in variations in nutritional status among athletes of similar age. Objective: This study aimed to describe the nutritional status of early-age football athletes at SSB Jaguar Muda Malang. Methods: This descriptive study involved 21 male football athletes aged 10–13 years at SSB Jaguar Muda Malang, selected using total sampling. Body weight and height were measured to calculate body mass index (BMI), and nutritional status was determined using BMI-for-age Z-scores based on the WHO 2007 reference. Results: Of the 21 athletes assessed, 13 athletes (61.9%) had normal nutritional status, 7 athletes (33.3%) were classified as overweight, and 1 athlete (4.8%) was classified as obese. Thus, 8 athletes (38.1%) had excess nutritional status. These findings indicate that although most athletes had normal nutritional status, a considerable proportion had excess nutritional status. Conclusion: Most early-age football athletes at SSB Jaguar Muda Malang had normal nutritional status. However, the presence of overweight and obese athletes highlights the importance of regular anthropometric and nutritional monitoring to support healthy growth and sustainable athlete development.

Pedagogical Implications of Physical Condition Assessments: Guiding Training Programs in Early-Age Pencak Silat Extracurriculars

2026-09-18T06:25:55+07:00

Background: Physical condition assessment is not merely a physiological tool for injury prevention, but an essential pedagogical instrument for coaches to design targeted instruction and evaluate training curricula. Objectives: This study aims to evaluate the physical condition profiles of student-athletes in an early-age pencak silat extracurricular program in Yogyakarta and analyze its pedagogical implications for instructional design. Methods: This empirical survey involved 53 student-athletes (32 boys and 21 girls). Data were collected using a 7-item physical fitness test battery. Descriptive statistics were utilized to map the students' diverse instructional needs and physical capacities. Results: The overall findings indicated that the majority of male and female student-athletes possess good physical condition. However, the data mapping revealed a diversity in abilities, specifically identifying a subset of students whose physical condition remains sub-optimal. Conclusion: The current extracurricular training curriculum has broadly produced positive impacts. Pedagogically, this assessment framework is crucial for coaches to identify students requiring differentiated instruction. Future research should explore the integration of formative assessment literacy into coach education programs

Determinants of Gross Motor Development in Early Childhood: A Systematic Review

2026-04-28T08:27:06+07:00

Research Problems: Gross motor development is an essential component of childhood development and is influenced by multiple interacting individual, family, environmental, educational, nutritional, and technological factors. Identifying these determinants is important for developing effective strategies to promote children's motor competence. Research Objectives: This systematic review aimed to identify and synthesize the factors associated with gross motor development in children and to examine the evidence regarding interventions and environmental conditions that may influence motor competence. Methods: A systematic literature search was conducted using relevant electronic databases following the PRISMA framework. A total of 944 records were identified. After removal of 44 duplicate records, 900 records were screened. Following the screening and eligibility assessment process, 13 studies met the predefined inclusion criteria and were included in the systematic review. The included studies involved children from infancy to early adolescence and employed randomized controlled trials, comparative studies, cross-sectional studies, and feasibility designs. The studies examined gross motor development using standardized and field-based instruments, including the Test of Gross Motor Development (TGMD), Ages and Stages Questionnaire (ASQ), and other measures of motor competence. Results: The findings demonstrated that gross motor development is multidimensional and is influenced by several interconnected determinants. Regular physical activity, structured movement experiences, outdoor play, and opportunities to practice fundamental motor skills were generally associated with better motor competence. Family and parental involvement also contributed to children's motor skill acquisition, particularly through parent-mediated activities and supportive home environments. Environmental interventions, such as modified playgrounds, improved locomotor and ball skills, although effects on overall physical activity were inconsistent. Technology-based approaches, including active video games and digital sports dance, showed potential to improve motor competence, locomotor skills, and object-control skills when technology was used to promote active movement. Nutritional factors, including adequate vitamin D intake, were also relevant, although standard supplementation appeared sufficient for most children. Conversely, several interventions demonstrated limited or no significant effects, indicating that intervention effectiveness may depend on duration, intensity, implementation, developmental characteristics, and contextual factors. Conclusion: Gross motor development in children is shaped by a complex interaction of physical activity opportunities, environmental stimulation, family support, educational practices, nutritional conditions, and technology use. Interventions that provide frequent, structured, enjoyable, and developmentally appropriate movement experiences appear particularly promising. Future research should adopt standardized assessment procedures and longitudinal designs to clarify the relative contribution and interaction of these determinants across different stages of childhood.