Enhancing University Students' Motivation in Basketball Courses through Tactical Games Model

Area of Science:

• Sports Science
• Educational Psychology
• Kinesiology

Background:

• Post-pandemic university education faces declining student physical fitness and reduced interest in physical education.
• Student motivation is a critical factor in physical education course engagement and participation.

Purpose of the Study:

• To evaluate the tactical games model's (TGM) effectiveness in enhancing university students' motivation in basketball.
• To compare TGM with the direct instruction model (DIM) regarding student motivation.
• To explore motivational dynamics through self-determination theory.

Main Methods:

• An 8-week intervention comparing TGM (experimental) and DIM (control) groups with 141 sophomore university students.
• Administration of the Sport Motivation Scale-II (SMS-II) pre- and post-intervention.
• Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) to assess motivational differences.

Main Results:

• The tactical games model (TGM) significantly enhanced overall student motivation (SDI: F = 6.949; p = 0.009; η² = 0.049).
• TGM demonstrated superior effectiveness in improving both intrinsic and extrinsic motivation sub-scales compared to DIM.
• Significant differences in motivation were observed between the TGM and DIM groups.

Conclusions:

• The tactical games model (TGM) is a highly effective pedagogical approach for increasing university students' motivation in physical education, specifically basketball.
• University instructors should consider adopting TGM to foster greater student engagement and participation in physical education.
• Addressing both intrinsic and extrinsic motivational factors is key to successful physical education programs.