The Understanding of Teaching Games for Understanding (Tgfu) Towards Learning Motivation and Motor Skills Among Physical and Health Education Students in Local University in Puncak Alam

Abstract

This study discusses the cognition of Teaching Games for Understanding (TGFU) and its connection with learning motivation and motor skills among Physical and Health Education students in a local university located in Puncak Alam. Basing their theories on constructivist learning theory and Self-Determination Theory, past research has identified that TGFU is a method that is effective as student-centered, game-based learning where students show more engagement, intrinsic motivation and application of skills compared to traditional techniquebased pedagogy. A quantitative cross sectional research design was used to collect data in structured questionnaires based on the Intrinsic Motivation Inventory (IMI) and self-reported motor skills tests. The number of undergraduates that were involved in the study was 231 and descriptive statistics and Pearson correlation were used to analyze the data. The results indicated that there were significant positive correlations between TGFUrelated learning situations and the significant aspects of intrinsic motivation including enjoyment, perceived competence, effort, perceived value, challenge, and performance satisfaction and weak or negative associations with perceived pressure. Moreover, TGFU was also strongly linked with the gains of various motor skills such as running, jumping, throwing, balance, coordination, speed and agility, which shows that cognitive and physical learning is improved by the knowledge of game tactics and in decision-making. Overall, the results demonstrate that TGFU is an effective tool to facilitate the development of meaningful learning, increased motivation, and motor skills development in physical education and may be valuable in improving the curriculum and teaching methods in higher education settings.