The Effect of Tactical Games Approach in Basketball Teaching on Cognitive, Affective and Psychomotor Achievement Levels of High School Students

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EGITIM VE BILIM-EDUCATION AND SCIENCE, vol.44, no.200, pp.313-331, 2019 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume: 44 Issue: 200
  • Publication Date: 2019
  • Doi Number: 10.15390/eb.2019.8163
  • Journal Indexes: Social Sciences Citation Index, Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.313-331
  • Keywords: Physical Education, Cognitive learning, Affective learning, Psychomotor learning, Teaching models, Basketball, BADMINTON PERFORMANCE, SKILL INSTRUCTION, PERSPECTIVES, KNOWLEDGE, UNIT


The aim of this study was to examine the effect of basketball unit of physical education lesson that was performed through tactical games approach on the cognitive, affective and psychomotor achievement levels of the students. Pre test-post test model with a control group, that is among semi-experimental models, was used in the study. Experimental group of the study was composed of 30 students (17 females-13 males), and control group was composed of 31 students (17 females-14 males). In the study, a basketball achievement test was used to measure improvement of the students in the cognitive domain, physical education and sports attitude scale was used to measure their improvement in affective domain, observation form and game performance assessment instrument (GPAI) were used to measure their improvement in psychomotor domain. Wilcoxon Signed Rank Test was used to determine the difference between pre-post test scores of study and control groups in cognitive, affective and psychomotor domains. Mann Whitney U test was used to compare cognitive, affective and psychomotor achievement levels of the experimental and control groups. While a significant difference was found in favor of post tests within the cognitive domain and all achievements of psychomotor domain in the experimental and control groups, no significant difference was detected for affective domain. In the experimental group, significant differences were found for post tests in all game performance components. Moreover, significant differences were found in post tests for decision making and skill practices of game performance components in the control group whereas no significant differences were found in post tests for supporting and game participation. No significant differences were found in cognitive, affective domains and skills of psychomotor domain achievement levels in experimental and control groups; however, significant differences were detected in favor of experimental group in decision making, supporting, game participation and game performance components of game performance achivement level. Based on the results of the study, it may be suggested that tactical games approach may be more appropriate compared to conventional approach in improving game performance.