Development of Teaching Program by Applying Target Goal Achievement to Enhance the Table Tennis Skills in Secondary School Students

Shiyu Deng; Achara  Soachalerm; Nopporn  Tasnaina

doi:10.60027/ijsasr.2024.4338

Authors

Shiyu Deng Faculty of Sports Science and Technology, Bangkokthonburi University, Thailand https://orcid.org/0009-0007-8478-1498
Achara Soachalerm Faculty of Sports Science and Technology, Bangkokthonburi University, Thailand https://orcid.org/0009-0000-2897-3697
Nopporn Tasnaina Faculty of Sports Science and Technology, Bangkokthonburi University, Thailand https://orcid.org/0009-0001-6086-0657

DOI:

https://doi.org/10.60027/ijsasr.2024.4338

Keywords:

Table Tennis Teaching Program; , Goal Achievement; , Adding Goal Achievement into a Teaching Program

Abstract

Background and Aim: Table tennis has become an essential part of physical education programs at every level of education. An era that prioritizes individual abilities and differentiation is ushered in by teaching approaches that place a strong emphasis on active learning and student interaction. This research aimed to construct a training program by adding goals achieved to enhance table tennis skills in secondary school students.

Materials and Methods: This research was a quasi-experiment research. The subjects were 40 students in grade 7^th of junior high schools, they were selected from 70 students of 2 classes by testing table tennis skills, then ranked the scores and applied a systematic sampling method to divide into an experiment group and a control group. The research tools were interviews from, a table tennis teaching program by applying goal achievement to enhance skills. questionnaire to evaluate the teaching and learning process by students. The program was validated by 3 experts and got IOC= 0.85 (0.66-1.00), and the efficiency by trying out with 30 students and got E1/E2 = 71.69/70.48. The experiment was a group's pretest-posttest training program for 8 weeks, 2 sessions a week, and 1.30 hours a session. The researcher monitored and evaluated the goal achievement of the experiment group on week 3rd week 6^th and week 8^th, while the control group was taught by the traditional table tennis program. The data were analyzed by mean, standard deviation, and percentage, and compare the pretest and posttest with the t-test.

Result: The result revealed that (1) The table tennis skills in the posttest of both the control group and the experiment group were higher than the pretests at a .05 level of significance. (2) The table tennis skills in the posttest of the experiment group were higher than the posttest of the control group at 0.05 level of significance. And (3) The program was evaluated by the students in the experiment group was at high agree (4.47+-1.53)

Conclusion: The results of the study suggest that both the control and experiment groups' post-intervention table tennis skills significantly improved, with the experiment group developing their skills more than the control group. Additionally, the experiment group's student assessments show a high degree of agreement regarding the program's efficacy. Thus, the developed teaching program by adding goal achievement had efficiency and effectiveness.

References

Aksović, N., Bjelica, B., Jovanović, L., Zelenović, M., Milanović, L. (2023). Didactic-methodological principles in physical education teaching. J. Sports Reh. Po., 10 (24), 2422 – 2435

Burton, D., & Weiss, C. (2008). The fundamental goal concept: the path to process and performance success. In T. S. Horn (Ed.), Advances in sport psychology (3rd ed., pp. Human Kinetics.

Burton, D., Gillham, A., Weinberg, R., Yukelson, D., & Weigand, D. (2013). Goal setting styles: Examining the role of personality factors on the goal practices of prospective Olympic athletes. Journal of Sport Behavior, 36(1), 23–44.

Chang, Y. K., et al. (2019). Effects of resistance training on health-related fitness and cross-domain cognitive function in older adults: A randomized controlled trial. International Journal of Environmental Research and Public Health, 16(2), 233.

Chow, J. Y., et al. (2018). Promoting motor skill learning through practice schedule consistency in children. Journal of Sports Sciences, 36(14), 1557-1563.

Finkle, L. (2020). Strategies to Stop Negative Thinking and Start Goal Setting. Retrieved on 15 December 2023 from: https://www.linkedin.com/pulse/strategies-stop-negative-thinking-start-goal-setting-linda-finkle/

Guo, D. (2018). Effects of different teaching methods on students' table tennis serve skills. International Journal of Environmental Research and Public Health, 15(11), 2492.

Hodges, N. J., & Bunker, D. (2019). Skill acquisition in sport: Research, theory, and practice. Routledge.

indeed.com. (2023). 10 Educational Goal Examples. Retrieved on 25 October 2023 from: https://www.indeed.com/career-advice/career-development/educational-goals-

indeed.com. (2023). Learning Goals vs. Performance Goals: Differences and Advantages. Retrieved on 25 October 2023 from: https://www.indeed.com/career-advice/career-development/learning-goals-vs-performance-goals

Kingston, K.M., & Wilson, K.M. (2009). The application of goal setting in sport. In S. Mellalieu & S. Hanton (Eds.) Advances in Applied Sport Psychology: A Review (pp. 75–123). Routledge.

Kwok, H. H., & Yang, J. (2020). Effects of video-based coaching on table tennis forehand topspin development. Frontiers in Psychology, 11, 572957.

Kyllo, L.B., & Landers, D.M. (1995). Goal setting in sport and exercise: A research synthesis to resolve the controversy. Journal of Sport & Exercise Psychology, 17(2), 117–137.

Latham, G. P., & Locke, E. A. (2007). New developments in and directions for goal setting. European Psychologist, 12, 290–300.

Li, Y., et al. (2017). Motivation and performance in table tennis players: A cross-lagged panel analysis. Frontiers in Psychology, 8, 1645.

Liu, W., Zhou, C., Ji, L., Watson, J.C. (2012) 2nd. The Effect of Goal Setting Difficulty on Serving Success in Table Tennis and the Mediating Mechanism of Self-regulation. J Hum Kinet. 33, 73-85. doi: 10.2478/v10078-012-0056-y.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705

Locke, E.A., & Latham, G.P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ: Prentice-Hall.

Locke, E.A., & Latham, G.P. (2013). New developments in goal setting and task performance. New York, NY: Routledge.

Maitland, A., & Gervis, M. (2010). Goal-setting in youth football. Are coaches missing an opportunity? Physical Education and Sport Pedagogy, 15, 323–343. https://doi.org/10.1080/17408980903413461

Mark Pettit (2021). 9 Reasons why Goal Setting is Important. Lucemi Consulting. Retrieved on 30 October 2023 from: https://lucemiconsulting.co.uk/importance-of-goal-setting/

National Association for Sport and Physical Education (NASPE). (2003). National standards for beginning physical education teachers. 2nd edition, Reston, VA:

Purashwan, P. (2018). Impact of Motivation on the Table Tennis Performance of Male Physical Education Students. International Journal of Physical Education & Sports Sciences. 13 (3), 38-40. DOI: 10.29070/IJOPESS

Song, Y., & Tang, M. (2021). A review of effective teaching methods in table tennis teaching. Sports Education and Science, 36(3), 84-87.

Speakeragency.co.uk, Blog. (2023). Next Generation Learning and Teaching Methods in Education. Retrieved on 25 October 2023 from: https://www.speakeragency.co.uk/blog/next-generation-learning-and-teaching-methods-in-education.

Vietnamteachingjobs.com (2023). 14 Types of teaching methods for an effective lesson. Retrieved on 1st January 2023 from: https://vietnamteachingjobs.com/types-of-teaching-methods/,

Wang, X., et al. (2020). Effects of aerobic training on sports performance: A systematic review and meta-analysis of randomized controlled trials. Frontiers in Physiology, 11, 598310.

Weinberg, R. (1994). Goal setting and performance in sport and exercise settings: A synthesis and critique. Medicine and Science in Sports and Exercise, 26, 469-477.

Weinberg, R., Grove, R., & Jackson, A. (1992). Strategies for Building Self-Efficacy in Tennis Players: A Comparative Analysis of Australian and American Coaches. The Sport Psychologist. 6 (1), 3-13. 10.1123/tsp.6.1.3.

Zhang, L., et al. (2021). Game-based learning in physical education: A systematic review. Frontiers in Psychology, 12, 648742.