Teacher interaction enhances engagement and motivation in game-centered basketball learning
Downloads
Teacher interaction is critical for improving student engagement and motivation in Game-Centered Approach (GCA)-based basketball learning. The purpose of this study was to examine how teacher interaction affects student engagement and motivation within this pedagogical framework. This study utilized a quasi-experimental design with junior high school students as participants. The experimental group received improved teacher interaction strategies, such as providing feedback, asking reflective questions, and fostering discussions, whereas the control group used conventional learning methods. Data were collected using pre-and post-test questionnaires, classroom observations, and structured interviews. The results revealed a significant increase in student engagement and motivation in the experimental group compared to the control group (p = 0.000). Statistical analysis utilizing paired t-tests and independent t-tests confirmed that teacher interaction in GCA-based basketball learning improved students' learning outcomes. This study underlines the relevance of teachers as facilitators for improving student participation and motivation.
Downloads
Abad Robles, M. T., Collado-Mateo, D., Fernández-Espínola, C., Castillo Viera, E., & Gimenez Fuentes-Guerra, F. J. (2020). Effects of teaching games on decision making and skill execution: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17(2), p. 505.
Adhi Virama, L. O., Karim, K., & Dalman, D. (2023). Pengaruh teaching game for understanding (tgfu) terhadap hasil belajar permainan sepak bola (studi dalam konteks sekolah dasar). TAKSONOMI: Jurnal Penelitian Pendidikan Dasar, 3(2), pp. 86–92.
Akhiruyanto, A., Hidayah, T., Yudhistira, D., & Fahmi, H. (2022). Assessment of the learning outcomes of physical education in children with intellectual disabilities. Journal of Innovation in Educational and Cultural Research, 3(3), pp. 471–477.
Bessa, C., Hastie, P., Araújo, R., & Mesquita, I. (2019). What do we know about the development of personal and social skills within the sport education model: A systematic review. Journal of Sports Science & Medicine, 18(4), p. 812.
Breed, R., Lindsay, R., Kittel, A., & Spittle, M. (2024). Content and quality of comparative tactical game-centered approaches in physical education: A systematic review. Review of Educational Research, 00346543241227236. https://doi.org/10.3102/00346543241227236
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18(1), pp. 5–8.
Farias, C. F., Mesquita, I. R., & Hastie, P. A. (2015). Game performance and understanding within a hybrid sport education season. Journal of Teaching in Physical Education, 34(3), pp. 363–383. DOI: https://doi.org/10.1123/jtpe.2013-0149
Gillet, N., Vallerand, R. J., & Lafrenière, M.-A. K. (2012). Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology of Education, 15, pp. 77–95. DOI: https://doi.org/10.1007/s11218-011-9170-2
Harvey, S., Cushion, C., & Sammon, P. (2015). Dilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review, 21(2), pp. 238–256. DOI: https://doi.org/10.1177/1356336X14560773
Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19(3), pp. 278–300. DOI: https://doi.org/10.1080/17408989.2012.754005
Harvey, S., Song, Y., Baek, J.-H., & Van Der Mars, H. (2016). Two sides of the same coin: Student physical activity levels during a game-centred soccer unit. European Physical Education Review, 22(4), pp. 411–429.
Hewitt, M. C. (2015). Teaching styles of Australian tennis coaches: An exploration of practices and insights using Mosston and Ashworth’s Spectrum of Teaching Styles. University of Southern Queensland.
Hidayah, T., & Akhiruyanto, A. (2023). The effect of LTAD-based programming on fundamental skills and physical abilities of basketball players aged 11-12 years. 7989, pp. 909–917. DOI: https://doi.org/10.17309/tmfv.2023.6.13
Jones, R., Marshall, S., & Peters, D. M. (2010). Can we play a game now? The intrinsic benefits of TGfU. European Journal of Physical & Health Education: Social Humanistic Perspective, 4, pp. 57–64.
Ke, F., Xie, K., & Xie, Y. (2016). Game‐based learning engagement: A theory‐and data‐driven exploration. British Journal of Educational Technology, 47(6), pp. 1183–1201.
Kinnerk, P., Harvey, S., MacDonncha, C., & Lyons, M. (2018). A Review of the Game-Based Approaches to Coaching Literature in Competitive Team Sport Settings. Quest, 70(4), pp. 401–418. DOI: https://doi.org/10.1080/00336297.2018.1439390
Kirk, D. (2009). Physical education futures. Routledge.
Launder, A., & Piltz, W. (2006). Beyond’understanding’to skilful play in games, through play practice. New Zealand Physical Educator, 39(1), p. 47.
Light, R. (2003). The joy of learning: Emotion and learning in games through TGfU. New Zealand Physical Educator, 36(1), p. 93.
Miller, A. (2015a). Games centered approaches in teaching children & adolescents: Systematic review of associated student outcomes. Journal of Teaching in Physical Education, 34(1), pp. 36–58. DOI: https://doi.org/10.1123/jtpe.2013-0155
Miller, A., Christensen, E., Eather, N., Gray, S., Sproule, J., Keay, J., & Lubans, D. (2016). Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach? European Physical Education Review, 22(1), pp. 113–133. DOI: https://doi.org/10.1177/1356336X1559454
Mitchell, S., Mitchell, S. A., Oslin, J., & Griffin, L. L. (2020). Teaching sport concepts and skills: A tactical games approach. Human Kinetics Publishers.
Moy, B., Renshaw, I., & Davids, K. (2016). The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation. Physical Education and Sport Pedagogy, 21(5), pp. 517–538. DOI: https://doi.org/10.1080/17408989.2015.1072506
Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. Journal of Educational Research, 111(2), pp. 163–174. DOI: https://doi.org/10.1080/00220671.2016.1220359
Oslin, J., & Mitchell, S. (2006). 5.5 Game-centered approaches to teaching physical education. Physical Education, 627.
Poulou, M. S. (2017). An examination of the relationship among teachers’ perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students’ behavioral difficulties. International Journal of School & Educational Psychology, 5(2), pp. 126–136. DOI: https://doi.org/10.1080/21683603.2016.1203851
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, pp. 95–103.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, p. 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Santoso, N., Pambudi, A. F., Prayadi, H. Y., Utami, N. S., & Yudhistira, D. (2024). How do the learning models of teaching game for understanding and problem-based learning influence fundamental football skills in physical education? Conducting an analysis in the elementary school context. Physical Education Theory and Methodology, 24(5), pp. 793–798.
Silva, R., Farias, C., Ramos, A., & Mesquita, I. (2021). Implementation of game-centered approaches in physical education: a systematic review. Journal of Physical Education and Sport, 21(6), pp. 3246–3259.
Stolz, S., & Pill, S. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education. European Physical Education Review, 20(1), pp. 36–71. DOI: https://doi.org/10.1177/1356336X13496001
Supriadi, D. (2019). Implementasi model teaching game for understanding terhadap Keterampilan Bermain dalam strike and fielding games. Jurnal Penelitian Pendidikan, 18(3), 270–275.
Treve, M. (2024). Comparative analysis of teacher-centered and student-centered learning in the context of higher education: A co-word analysis. Iberoamerican Journal of Science Measurement and Communication, 4(2), pp. 1–12. DOI: https://doi.org/10.47909/ijsmc.117
Viennet, R., & Pont, B. (2017). Education policy implementation: A literature review and proposed framework. OECD Education Working Papers, No. 162, OECD Publishing, Paris, DOI: https://doi.org/10.1787/fc467a64-en.
Weston, P. (2004). Support and feedback. Bioinformatics Software Engineering, 74(7), pp. 109–111. DOI: https://doi.org/10.1002/0470030143.ch15
Wigfield, A., Cambria, J., & Eccles, J. S. (2012). Motivation in education. The Oxford Handbook of Human Motivation, pp. 463–478
Copyright (c) 2025 Taufiq Hidayah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Cakrawala Pendidikan, Jurnal Ilmiah Pendidikan, with ISSN: 0216-1370, is published by the Institute of Education Development and Quality Assurance (LPPMP UNY). Cakrawala Pendidikan has been recently has been re-accredited by Indonesian Ministry of Education and Culture decision Number 230/E/KPT/2022 which is valid for five years since enacted on 30 December 2022.
