DR' SANMUGANATHAN PENANG, MALAYSIA'

1
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

2
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

3
Background of study

• 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

4
Research Methodology

• 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)

5
Training Programmes
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

6
Training Schedule for SBT, SET and SHT Training
Programmes
7
Results

• 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)

8
Discussion and Conclusions

• 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

9
THANK YOU