فهرست مطالب marzia balali

Educational methods in physical education have a long history, and due to that, they have always been of interest in the academic and psychological life of people. Self-efficacy is one of the important variables in sports, there is little empirical evidence about the effectiveness of different training models. The purpose of this research was to compare the effect of traditional educational model and TGFU educational model on self-efficacy in adolescent girls.

In this cross-sectional, semi-experimental study, 40 first-year high school girls with no history of playing badminton were randomly divided into two groups of 20 each. To measure the self-efficacy questionnaire of children and adolescents by Morris (2001) and adapted from the self-efficacy questionnaire of Bandura, Barbaranelli, Capara, Pastorelli (1996). Performance measurement of badminton long serve training of each group was performed in the acquisition period and after 48 hours in the memorization phase. In the recall phase, the self-efficacy questionnaire was completed by each of the participants. To analyze self-efficacy data, univariate and multivariate covariance analysis was used at a significance level of 0.05.

The findings showed a significant superiority in the TGFU group compared to the traditional group in the self-efficacy performance of the acquisition period and the memorization test. In addition, the total score of self-efficacy as well as social self-efficacy of the TGFU group in memory was significantly higher than the traditional education group.

According to the obtained results, it seems that if students are trained using the TGFU educational model approach, they show better self-efficacy in different aspects.

Learning is one of the important parts of life. There is not sufficient experimental evidence to support the effectiveness of different educational models. This study endeavored to compare the effect of traditional educational model and teaching games for understanding (TGFU) model on learning the long service skill in female adolescents.

For this quasi-experimental, cross-sectional study, 40 adolescent female students without experience of playing badminton were randomly divided into two groups of 20 as the traditional learning model group and TGFU model. Data were collected using the personal information questionnaire and Scott and Fox badminton long service test. The study consisted of pre-testing a set of attempts with 20 repetitions, acquisition stage (exercises in the style of traditional educational model and educational model of TGFU) for 12 sessions of 5 sets with 10 attempts according to the available manuals; the post-test (memorization) stage was one attempt with 20 repetitions. Data were analyzed by Friedman test for the intra-group comparisons and the Mann-Whitney test and the Wilcoxon test for intergroup comparisons at the significance level of 0.05.

The results showed no significant difference between various categories of acquisition efforts (P ≥ 0.05); however, the average rank of TGFU training model group was higher than that of the traditional training group. In the post-test comparison (0.75 to 1 point), the TGFU educational model group had a higher mean than the traditional educational model group (P ≤ 0.001).

Based on the results obtained, it seems that the TGFU educational model can be proposed as a better educational model to replace the traditional skill-based educational model for training and coaching.