The Effect of Teams-Games-Tournament Model on Fundamental Basketball Skills Among Secondary School Students: A Quasi-Experimental Study
Keywords:
Cooperative Learning, Teams Games Tournament, Basketball Skills, Physical Education, Quasi-Experimental StudyAbstract
Research Problems: The development of sport-specific skills in physical education remains suboptimal due to the dominance of teacher-centred instructional approaches, which limit students’ active engagement and meaningful practice. Although cooperative learning models such as Teams-Games-Tournament (TGT) have been widely applied, empirical evidence examining their effectiveness on specific basketball skill components within structured experimental designs is still limited. Research Objectives: This study aimed to examine the effect of the Teams-Games-Tournament (TGT) cooperative learning model on students’ basketball skill development. Methods: A quasi-experimental pretest–posttest control group design was employed. A total of 60 secondary school students were selected using cluster random sampling and assigned to an experimental group (n = 30) and a control group (n = 30). The study was conducted in a school-based physical education setting over a 6-week intervention period. The experimental group received TGT-based instruction, while the control group was taught using conventional methods. Basketball skills (passing, dribbling, and shooting) were measured using standardized performance tests with established validity and reliability (Cronbach’s a > 0.80). Data were analyzed using descriptive statistics, normality and homogeneity tests, and paired and independent samples t-tests. Results: The results indicated that students in the TGT group achieved significantly higher post-test scores (M = 78.56, SD = 5.84) compared to the control group (M = 69.21, SD = 6.03), t(58) = 6.02, p < .001, with a large effect size (Cohen’s d = 1.55). Significant improvements were also observed across all skill components (passing, dribbling, and shooting) in the experimental group compared to the control group. Conclusion: The Teams-Games-Tournament model has a significant positive effect on basketball skill development in physical education. This model enhances active participation, collaborative learning, and structured skill practice. Future research is recommended to explore its long-term effects and applicability across different sports and educational levels.
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