A comparison of the learning effects between TGfU-SE and TGfU on learning motivation, sport enjoyment, responsibility, and game performance in physical education

Background Both the Sport Education (SE) model and Teaching Games for Understanding (TGfU) have been connected to theory of situated learning, which is a game-centered curricular model. TGfU emphasizes tactical awareness, decision making, skill execution. The SE provides complete season during physical education (PE) lessons. Therefore, it worth exploring integration with (TGfU-SE) in PE courses, whether hybrid TGfU-SE can achieve better learning effects students than alone. Purpose purpose study was compare difference between on students’ motivation, sport enjoyment, responsibility, game performance. Methods This used quasi-experimental design different experimental group control (TGfU). participants lived Taiwan, including two junior high school teachers four classes total 90 (TGfU-SE group, n = 46; 44). Each teacher taught classes, one an group. research instruments, Responsibility Scale Physical (RSPE), Learning Motivation (LMSPE), Enjoyment (SESPE), Game Performance assessment instrument (GPAI). Analysis covariance (ANCOVA) independent t -test were analyze data. Results results this showed that had more positive performance Conclusion we concluded influence It suggested could be implemented effectively curriculum.