This chapter reveals the early development of eclectic game-based pedagogical model labeled as the Style ‘E’ Tactical (SET). The SET underpins Style E from Spectrum of Mosston teaching styles, variations of Teaching Games for Understanding (TGfU) models and constraints-led theory. The efficacy of SET was first tested as an experimental research comparing with two other teaching approaches developed from Mosston teaching styles and TGfU known as Style B Tactical and Style H Tactical among secondary school boys. The findings revealed that the SET achieved learning outcomes that were better than, or equal to, the results obtained from the two other teaching approach, as for speed, knowledge, skill execution, and tactical decision-making in field hockey. In another research tested among Malaysian aborigines’ primary school students in 5 versus 5 mini soccer games, findings indicated no significant difference in skill execution between SET and TGfU pedagogical models. Whereas in handball study, findings indicated significant improvement via TGfU, SET for skill execution, and decision-making in 4 versus 4 game play, increased in knowledge and interest compared to the technical model. To conclude, this SET could bridge the disparity between varying student-teacher centered in game learning; however, more research is needed to fulfill the claim.
Part of the book: Advanced Learning and Teaching Environments
Pedagogical game-based instructions such as Teaching Games for Understanding (TGfU) and constraint-led (CLT) theory from ecological perspective of motor learning seems to attract significant attentions among TGfU and motor learning researchers, educationist and physical education theory generator. Even though TGfU as game-based tactical approach through its pedagogical principles representation and exaggeration considered as a Nonlinear Pedagogy (NP) approach but in essence TGfU is a student-centered tactical approach of learning games. Whereas NP proposed by motor learning exponent’s dwells around student centered skill learning approaches. However, by merging these two approaches of TGfU a tactical centered model and CLT a technical student-centered approach under the roof of holistic NP at early research stage in Malaysian PE game curriculum. Some preliminary findings indicated supremacy NP compared to Linear pedagogy (LP) in terms of tactical decision making when to apply of long and short shot, recovery to base, drop shot and smash in badminton doubles game play performance. As conclusion, implementing NP in Malaysian school would further strengthen tactical-technical/skill approach and suits teachers and weaker player as teachers can adjust the tasks accordingly to the situated learning environments.
Part of the book: Sport Pedagogy