DR. SANMUGANATHANDR. SANMUGANATHANPENANG, MALAYSIA.PENANG, MALAYSIA.

Diploma in Physical and Health EducationDiploma in Physical and Health Education B.A (Hons) History and Political ScienceB.A (Hons) History and Political Science MA.ED & PhD in Physical Education and MA.ED & PhD in Physical Education and

SportsSports I.A.A.F Level II coachI.A.A.F Level II coach

The Effects of Training Programmes using Tactical The Effects of Training Programmes using Tactical Model with Different Teaching Styles on Students Model with Different Teaching Styles on Students

with Varying Hockey Skillswith Varying Hockey SkillsGames are an important component in the Physical Games are an important component in the Physical Education curriculum and international sportsEducation curriculum and international sportsStudents with different skill levels have the right to play Students with different skill levels have the right to play and upgrade their games performanceand upgrade their games performanceGames performance is based on ball control, speed and Games performance is based on ball control, speed and accuracy executing skills, decision making and gamesaccuracy executing skills, decision making and games knowledgeknowledgeTeaching styles, Learning and Training methods are Teaching styles, Learning and Training methods are important to upgrade games performanceimportant to upgrade games performance

Background of studyBackground of study TGFU model proven to be effective in decision making, TGFU model proven to be effective in decision making,

knowledge components. Not much improvement shown in knowledge components. Not much improvement shown in skill execution during game playskill execution during game play

Spectrum of Mosston & Ashworth Teaching styles (B,E & H) Spectrum of Mosston & Ashworth Teaching styles (B,E & H) effective in sports especially in skill execution, but no research effective in sports especially in skill execution, but no research had been done on ball control, decision making and had been done on ball control, decision making and knowledge components of the game.knowledge components of the game.

No research had been done to incorporate TGFU model with No research had been done to incorporate TGFU model with Teaching Styles as a form of training programmes for Teaching Styles as a form of training programmes for students in hockey.students in hockey.

The purpose of this study was to investigate the effectiveness The purpose of this study was to investigate the effectiveness and sustainabilities of SBT, SET & SHT on boys with and sustainabilities of SBT, SET & SHT on boys with different skill levels in speed and accuracy, declarative and different skill levels in speed and accuracy, declarative and procedural knowledge as well as ball control, decision making, procedural knowledge as well as ball control, decision making, skills execution in 3-vs-3 game situationskills execution in 3-vs-3 game situation

Research MethodologyResearch Methodology Balanced factorial design with Repeated MeasuresBalanced factorial design with Repeated Measures Samples (225 boys, 12-13 year-old)Samples (225 boys, 12-13 year-old) Pretest performance on speed and accuracy were used to Pretest performance on speed and accuracy were used to

distribute the boys into skill levels (HSB, MSB, LSB) distribute the boys into skill levels (HSB, MSB, LSB) Henry Freidel Field Hockey Test (H.F.F.H.T)Henry Freidel Field Hockey Test (H.F.F.H.T) Hockey Knowledge Test : 30 multiple choice questions (15 Hockey Knowledge Test : 30 multiple choice questions (15

declarative and 15 procedural knowledge)declarative and 15 procedural knowledge) Game Play Observational Instrument were used to measure Game Play Observational Instrument were used to measure

ball control, decision making and skill execution in 3 versus 3 ball control, decision making and skill execution in 3 versus 3 game situationgame situation

MANCOVA,MANCOVA, ANCOVAANCOVA (to determine the effectiveness of the (to determine the effectiveness of the three training prog using posttest I)three training prog using posttest I)

Two-ways Repeated Measures of ANOVATwo-ways Repeated Measures of ANOVA (to determine the (to determine the sustainabilities of training programmes using posttests I-III)sustainabilities of training programmes using posttests I-III)

Training ProgrammesTraining Programmes

TGFU MODEL-Scoring strategy-Defending strategy-Restarting play strategy6 steps-Game-Game appreciation-Tactical awareness-Making decision-Skill execution-Performance

Activities-Warm up -Analyzing tactical topic-Games situation I-Games Situation II + Skill drills-Feedback & Limbering down.

Style E (inclusion)-Teacher prepares training lessons in 3 categories (high, medium and low difficulties) - Give freedom to students to choose the training lesson

Style B (practice)-Teacher prepares the training lessons and students practice it when they are ready

Style H (Divergent production)-Teacher prepares training lessons based on tactical topic and students solve the tactical problem in game situation

Training Schedule for SBT, SET and Training Schedule for SBT, SET and SHT Training ProgrammesSHT Training Programmes

PeriodPeriod TacticalTactical ConditioningConditioning Technique Technique a.a. IntensityIntensity

b.b. VolumeVolume

11stst wk wk PretestPretest

22ndnd -7 -7thth wk wk

(6 weeks of (6 weeks of Intervention)Intervention)

Game situationGame situation-Scoring Scoring strategystrategy-Defending Defending strategystrategy-Restarting play Restarting play strategystrategy

Game situationGame situation

-general -general enduranceendurance

-agility-agility

-strength-strength

-speed-speed

Skill drillsSkill drills-PassingPassing-DribblingDribbling-TacklingTackling-ScoringScoring-Penalty corners Penalty corners

Wk 1 and 2Wk 1 and 2

a.a. 55-70%55-70%

b.b. 70-90%70-90%

Wk 3 and 4Wk 3 and 4

a.a. Increase 70%Increase 70%

b.b. Reduce 55%Reduce 55%

Wk 5 and 6Wk 5 and 6

a.a. Increase 80%Increase 80%

b.b. Reduce 55%Reduce 55%

88thth wk wk Posttest IPosttest I

1212thth wk wk

1616thth wk wk

Posttest IIPosttest II

Posttest IIIPosttest III

Results Results Effectiveness (Posttest I resultsEffectiveness (Posttest I results) ) Skill levels/GroupsSkill levels/Groups

Sustainabilities (Posttests I-III)Sustainabilities (Posttests I-III) SpeedSpeed: Huynh-Felt, : Huynh-Felt, pp=.001, df(2, 148), partial eta =.001, df(2, 148), partial eta 22 .266. observed power 1.00 .266. observed power 1.00

((SETSET sustain from posttest I-II.) sustain from posttest I-II.)AccuracyAccuracy: Huynh-Felt, : Huynh-Felt, pp=.031, df(2, 148), partial eta =.031, df(2, 148), partial eta 22 .048. observed .048. observed

power .640 (power .640 (SHT SHT sustain from posttest I-II.)sustain from posttest I-II.)DeclarativeDeclarative: Huynh-Felt, : Huynh-Felt, pp=.010, df(2, 148), partial eta =.010, df(2, 148), partial eta 22 .061. observed .061. observed

power .788 (power .788 (SBTSBT sustain from posttest I-III & SHT sustain posttest I, III sustain from posttest I-III & SHT sustain posttest I, IIIProceduralProcedural: Huynh-Felt, : Huynh-Felt, pp=.105, df(2, 148), partial eta =.105, df(2, 148), partial eta 22 .030. observed .030. observed

power .449 (power .449 (SHTSHT sustain from posttest I-III sustain from posttest I-IIIBall controlBall control: Huynh-Felt, : Huynh-Felt, pp=.001, df(2, 70), partial eta =.001, df(2, 70), partial eta 22 .288. observed .288. observed

power .988 (power .988 (No programmeNo programme sustain from posttest I-III) sustain from posttest I-III)Decision makingDecision making: Huynh-Felt, : Huynh-Felt, pp=.001, df(2, 70), partial eta =.001, df(2, 70), partial eta 22 .463. observed .463. observed

power .100 (power .100 (SET SET sustain from posttest I and III) sustain from posttest I and III)Skill executionSkill execution: Huynh-Felt, : Huynh-Felt, pp=.002, df(2, 70), partial eta =.002, df(2, 70), partial eta 22 .063. observed .063. observed

power .461 (power .461 (SETSET sustain from posttest I - II) sustain from posttest I - II)

SpSp AcAc DecDec ProPro B.CB.C D.MD.M S.ES.E

SETSET SETSET SHTSHT SBTSBT SHTSHT SHTSHT SBTSBT

HSBHSB No DifNo Dif HSBHSB

SpSp

AcAc

DecDec

ProPro

BCBC

DM, SEDM, SE

Discussion and ConclusionsDiscussion and Conclusionso SET suitable as short and long term training prog for speed but also SET suitable as short and long term training prog for speed but also

as short term for accuracy.as short term for accuracy.o SET suitable as long term training prog for decision making and skill SET suitable as long term training prog for decision making and skill

executionexecutiono SHT suitable as short term training prog for ball controlSHT suitable as short term training prog for ball controlo SHT suitable as long term training prog for declarative & procedural SHT suitable as long term training prog for declarative & procedural

knowledgeknowledgeo SBT suitable as short term training prog for skill execution and long SBT suitable as short term training prog for skill execution and long

term declarative knowledgeterm declarative knowledgeo Players need continuous training prog to improve and sustain game Players need continuous training prog to improve and sustain game

performanceperformanceo Future studies could use agility test to select samples or use any Future studies could use agility test to select samples or use any

other different teaching styles to incorporate with TGFU modelother different teaching styles to incorporate with TGFU model

THANK YOUTHANK YOU