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The Effect of Game-Based Pedagogy on Performance, Decision Making and Meta-cognitive Behavior: Play Practice Approach

Document Type : Research Paper

Authors

1 Urmia University

2 Assistant Professor in Motor Behavior/ Faculty of sport sciences/ Department of Motor Behavior and Sport Management/ University of Urmia, Urmia, Iran

Abstract

This study aimed to identify the importance of the play practice approach in decision making, metacognitive behavior and futsal skills. The sample included 30 female students who were divided into two groups (traditional training: n=15 and play practice: n=15). The samples had no history of futsal training and were randomly selected. The futsal skill test was used to evaluate performance in decision making on decision-making software, and for metacognitive behavior from the metacognitive behavior questionnaire. Training protocols were implemented separately for each group for over 12 weeks. The results showed significant differences between traditional and play practice groups in the pass, shoot and dribble skills. The analyses also showed significant differences between the two groups in decision making and metacognitive behavior. These differences were in favor of the play practice group. Based on the result, it can be concluded that the use of game-based pedagogy can improve futsal basic technique skills and cognition function simultaneously. The study suggests that in addition to motor skills coaches can improve players' metacognitive behavior in educational strategies by implementing the tactical-game approach, which allows players to acquire the ability to successfully solve problems for themselves in a game situation.

Keywords

References
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Motor Behavior
Volume 13, Issue 44
September 2021
Pages 17-42
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History
  • Receive Date: 17 April 2020
  • Revise Date: 29 September 2020
  • Accept Date: 31 October 2020
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