LEARNING EXPERIENCES AND FACTORS THAT INFLUENCED ON LEARNING BADMINTON THROUGH TACTICAL GAME APPROACH TEACHING

Abstract

The objective of this qualitative research is to study the experiences and factors influencing the impact on the learning badminton through tactical game approach teaching. The key informants were 31 graduate students. Data were collected through observation, semi-structured interview, concept maps, and critical incidences. Data were inductively analyzed using a constant comparison method and data triangulation. There were two main topics. The first topic focuses on the learning experiences of badminton through tactical game approach teaching. It includes positive experiences such as (1) improved understanding of badminton gameplay strategies and (2) enjoyment of class competition. Negative experiences involve disappointment or frustration with competition results. The second topic is related factors influencing the teaching of badminton in a tactical context. It includes supportive factors for teaching badminton in a tactical context such as (1) classmates helping each other, (2) enjoyable learning form tactical game play, (3) diverse and enjoyable learning activities, and (4) effective feedback. Obstacles to learning badminton in a tactical context include (1) class schedules conflicting with days off, leading to discontinuous learning, (2) poor fundamental skills affecting strategic gameplay, (3) hot and poorly ventilated badminton courts, and (4) inadequate badminton court facilities.