Effect of Game-based Instructional on Learning Engagement and Game Performance of Students in Physical Education

Abstract

Background: There is a notable increase in the use of integrated learning models in physical education (PE). However, there is a lack of available resources that implement teaching games for understanding-sports education (TGfU-SE) to improve learning engagement (LE) and game performance (GP) among university level students. Purpose: This study aims to determine the effect of TGfU-SE on students’ LE and GP over a period of 12 weeks. Methods: A true experimental study with a randomized controlled trial (RCT) design for 12 weeks was adopted in this study. Participants were 54 students from Physical Education and Recreation Health at Singaperbangsa University Karawang (Indonesia) who were equally allocated into experimental (TGfU-SE, n = 27, 18.4 ± 0.88 year) and control groups (TGfU, n = 27, 19.0 ± 1.06 year). The Utrecht Work Engagement Scale for Students (UWES-9S) and the Game Performance Assessment Instrument (GPAI) were used. Student’s t Paired Samples T-Test and 2 × 2 repeated measures ANOVA test were used to analyze the data. Results: The TGfU-SE model outperformed the TGfU model in terms of boosting LE (p < 0.05) and GP (p < 0.05). Repeated measures ANOVA shows a significant effect of time, teaching and interaction time x teaching in LE and GP (p < 0.05). Conclusion: All components of LE and GP demonstrate a positive improvement as a result of the 12-week implementation of TGfU-SE.