Impact of the hybrid teaching model on the tactical-technical performance and motivation of schoolchildren in badminton
DOI:
https://doi.org/10.47197/retos.v72.116881Keywords:
Learning, Game Understanding, Sport, Intervention, Decision makingAbstract
Introduction: The application of hybrid models has overcome the idea of comparing different teaching models, because choosing good content and applying it in different ways can lead to greater effectiveness in learning to understand how to play and how to play.
Objective: To evaluate the impact of applying a hybrid teaching model on the tactical-technical performance of schoolchildren in badminton, considering gender and level of motivation.
Methodology: Thirty-two schoolchildren (15.1±0.71 years) took part, divided into a control and an experimental group, and the experimental treatment included the Situational Models + Ball School: net and racket games + Pendular Model of Technical Training.
Results: In the post-test, the boys in the experimental group improved in Clear with a large Effect Size (TE), in Understanding the Game (medium TE), in the Decision Making index (large TE), and Game Performance (small TE). The girls progressed in the Skill Execution Index and Game Performance, with a high TE. Levels of intrinsic and extrinsic motivation remained stable after the intervention.
Discussion: The results are partly in line with the literature, which reinforces the positive effects of hybrid badminton teaching models, although responses to the intervention vary according to gender.
Conclusions: The hybrid model had a greater impact on boys, although it favored the learning of tactical and technical content in both sexes.
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