The objectives of this study were to determine level of acquisition, implementation and differences of pedagogical content knowledge among physical education teachers It also examined the relationship between pedagogical content knowledge and its implementation during physical education lesson. About 149 of Form 4 physical education teachers in Ulu Kinta, Perak, Malaysia secondary schools and 125 physical education teachers of X class in upper secondary schools of Surabaya, Indonesia were involved in this study. Data of the study was collected through questionnaires The findings delineate a medium level (M = 2.90) of pedagogical content knowledge of Malaysian physical education teachers and 86.3% have implemented in their lessons. Whilst the Indonesian physical education teachers acquired a high level of pedagogical content knowledge (M = 3.69) and 94.2% have implemented during their physical education lessons. There was a significant (p = .00) difference among Malaysian and Indonesian physical education teachers on acquisition of pedagogical content knowledge. The findings also delineate a medium positive and significant relationship between pedagogical content knowledge and its implementation during physical education lesson of Malaysian (r = .622, p < .01) and Indonesian (r = .647, p < .01) physical education teachers respectively. The results of the study implied that pedagogical content knowledge is a specific domain to teaching process. Teachers are able to develop their current dimension and goals or contemporary of pedagogical content knowledge based on current needs and their own ability and contentment. Therefore, teachers should acquire pedagogical content knowledge so that their teaching would be meaningful and effective for students learning.
This is a study to develop handball teaching and learning module based on Teaching Games for Understanding (TGfU). This module is designed based on ASSURE Model, Teaching Games for Understanding Model and DDD-E model. Handball teaching and learning module based on TGfU contains blended learning handball teaching and learning materials based on TGfU, which is divided into two teaching methods, online and face to face. Each teaching method consists of three series of meetings and involves 3 subject aspects, that are attack, defend and tactics and strategy, in addition to the formative and summative assessments to evaluate students’ level of achievement. Module evaluation consists of validity and reliability. Three expert panels of content, language and instructional design were referred to assess the validity of the module while 31 Form 2 students are recruited to assess the reliability. The results showed the validity of the handball teaching and learning module based on Teaching Games for Understanding (TGfU) is r = .89 and the reliability of the handball teaching and learning module based on Teaching Games for Understanding (TGfU) instrument were as follows: cognitive instrument r = .94, psychomotor instruments r = .88 and affective instrument r = .78. This module provides teaching examples that are geared towards the goal of Malaysia Education Blueprint 2012-2025 and also as preparation for the 2017 Secondary School Standard Curriculum. The development of this module is expected to help teachers and students to gain knowledge about handball with more efficient and enjoyable.
The study was aimed to assess the effectiveness of coaching module based on Teaching Games for Understanding (TGfU) towards the performance of school netball players. The assessment of the performance of players was in the aspects of decision-making, choosing and using attack and defense strategy at the right time and place during netball game situation. This study also examined the relationship of the module with the performance of the players as well as the comparison between the experimental and control groups. The sample consisted of 14 netball players in selected secondary schools. The players had gone through four-weeks training with three training series each week which used the module based on three types of modified games. The results showed that the performance of players in using attack strategy was very high whereas the aspects of decision making and defense strategy were at good level. There was a strong and significant positive relationship between the uses of module with performance of the players in netball game. Also, there was performance difference between the groups using the module with group not using the module. All coaches and players agreed that the module had a high impact on players’ performance in netball game. It can be concluded the coaching module based on TGfU has a high impact on players' performance in the aspects of decision-making, choosing and using attack and defense strategy at the right time and place during netball game. The implication of this study was to incorporate the thinking culture of players in playing netball and help the school coaches to track the player's learning level and the ability in decisionmaking skills.
Journal of Sports Science and Physical Education 5(1): 77-94, 2016 - This study aimed to
examine the effectiveness of the Bachelor of Education (Honours) programmes offered by the
Faculty of Sports Science and Coaching in producing quality graduates and their
employability in the profession. Samples for this study comprised of 49 graduates from the B
Ed (Sports Science), 25 graduates from B Ed (Coaching Science) and nine B Ed (Physical
Education) who have graduated from 2010 to 2014 as well as their respective employers and
peers were selected as respondents. Six to ten samples from each programme together with
their employers were interviewed further using guided questionnaire. Data was analysed
descriptively as well as correlation and regression methods. The findings showed that the
graduates mastered very high levels of the knowledge and skills of the courses related to their
respective programmes. They also achieved excellent levels of knowledge and skills in the
implementation of their respective programmes during and after their completion of studies.
The graduates received very high scores from their employers and peers in terms of their
attributes and employability. Overall, analyses on the effectiveness of the faculty‟s education
programmes showed a positive and significant correlation between the mastery (input) and
the implementation (process) of the programmes. However, a moderately positive but not
significant correlation was found between the mastery (input) of the courses and the
graduates (product). Similar results were found between the implementation of the
programmes (process) and the graduates except for the BEd.(Sports Science) which showed a
moderate positive and significant correlation. Only 23% predicted mastery of the course
(input) and the implementation of the programme influenced the product (graduates) towards
the effective implementation of the BEd (Sports Science), compared to 20% for BEd
(Coaching Science) and 98% for BEd (Physical Education). This study concluded that
Bachelor of Education (Honours) programmes offered by the Faculty of Sports Science and
Coaching are capable of producing quality and employable graduates. The faculty has
developed its strategic plan in improving the employability of the graduates by streamlining
the offering of the BEd (Coaching Science) programme, reinforce the undergraduates soft
skills attributes, intensify the activities of the Kinesiology Centre of Excellence and advocate entrepreneurship education in order to produce graduates who are innovative and capable in the education profession.