Learning effects on volleyball taught using the Teaching Games for Understanding approach for junior high students

[[abstract]]The present study was designed to (a) explore the learning effects towards cognitive, affective, game performance and perception on volleyball using Teaching Games for Understanding (TGfU) approach for junior high students, and (b) to compare the gender difference in the learning effects. The participants for this investigation consisted of 38 ninth graders (20 males, 18 females) in a junior high school in Taipei County. Participants were instructed for 12 volleyball sessions using the TGfU approach. Pretest and posttest were administered for volleyball cognitive test, affective test, and Game Performance Assessment Instrument (GPAI). The quantitative data was analyzed by pair-samples t test, independent t test and ANCOVA (analysis of covariance). The study also utilized the qualitative method to analyze participants’ volleyball learning effects and perception by semi- structured interview. Findings revealed that (1) learning effects towards cognitive had significant improvement, but there was no significant difference on gender difference, (2) there was no significant improvement in learning effects toward affective, and there was also no significant difference on gender difference, (3) there was significant difference between the grades of game performance pretest and posttest, but there was no significant difference on gender difference, (4) from the analysis of the semi-structured interview, the participants showed that they had made great improvement on volleyball learning by TGfU approach. They had better learning attitude and more interest in PE class. The findings of this study could be used as reference for physical education teachers, teacher education and other related units in selecting physical education teaching method.