Enhancing Coaching Practices and Futsal Shooting Skills Through Teaching Games for Understanding-Based Pedagogical Content Knowledge
| Author | Behzad Mohammadi Orangi | en |
| Author | Behrouz Ghorbanzadeh | en |
| Orcid | Behzad Mohammadi Orangi [0000-0002-5023-8776] | en |
| Orcid | Behrouz Ghorbanzadeh [0000-0002-9524-0140] | en |
| Accessioned Date | 2026-07-14T18:10:12Z | |
| Issued Date | 2025-11-30 | en |
| Abstract | Purpose: The aim of this study was to examine whether integrating Teaching Games for Understanding (TGfU) within a pedagogical content knowledge (PCK) framework improves coaching behavior and futsal shooting performance (accuracy, retention, and transfer) in fourth-grade male students. Methods: Thirty-eight healthy fourth-grade boys (mean age = 10.16 ± 1.16 years) with no prior formal futsal training were randomly assigned to a control group (traditional instruction) or an experimental group (TGfU-based PCK instruction) (n = 19 each). The study followed a sequential randomized controlled design. First, the control group completed ten 90-minute sessions of traditional technique-based instruction. The teacher then participated in a validated 6-hour TGfU workshop focused on developing PCK. Subsequently, the experimental group received ten 90-minute sessions of TGfU-based instruction delivered by the same teacher. Futsal shooting accuracy was assessed using a validated 35-shot protocol at four time points: pretest, posttest, 24-hour retention, and 48-hour transfer (with modified performance conditions). Coaching behavior was systematically coded from video recordings across three dimensions (language use, instructional delivery, and appropriateness) by two independent raters (inter-rater agreement > 90%). Data were analyzed using a 2 × 4 repeated-measures analysis of variance (ANOVA) (α = 0.05), and partial eta squared (ηp²) was calculated as an index of effect size. Results: A significant group × test interaction was found for shooting accuracy (P = 0.001, ηp² = 0.51), along with a significant main effect of test stage (P = 0.001, ηp² = 0.96). Although no significant between-group difference was observed at pretest (P > 0.05), the experimental group demonstrated significantly higher shooting accuracy at posttest, retention, and transfer stages compared with the control group. Observational analysis further indicated qualitative improvements in coaching behavior following the workshop, including increased use of analogies, visual signs, and constraint manipulation, and reduced inappropriate instructional actions. Conclusion: The findings indicate that integrating TGfU within a PCK framework can enhance both instructional quality and short-term motor learning outcomes in elementary school students. However, given the limited sample size and single-teacher design, the results should be interpreted with caution. Further randomized studies with larger and more diverse samples are recommended to confirm and extend these findings. | en |
| DOI | https://doi.org/10.5812/jmcl-164356 | en |
| URI | https://brieflands.com/journals/jmcl/articles/164356 | en |
| URI | https://repository.brieflands.com/handle/123456789/68004 | |
| Keyword | Education Workshops | en |
| Keyword | Students | en |
| Keyword | Performance | en |
| Keyword | Motor Skills | en |
| Keyword | Learning and Teaching | en |
| Publisher | Brieflands | en |
| Title | Enhancing Coaching Practices and Futsal Shooting Skills Through Teaching Games for Understanding-Based Pedagogical Content Knowledge | en |
| Type | Research Article | en |
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