TGfU-Based Volleyball Learning Model to Improve Student Interest and Outcomes

Abstract

Study purpose. Despite the recognized benefits of active learning approaches, there remains a limited number of empirically validated learning models specifically designed for volleyball in elementary school settings that effectively address both learning interest and outcomes. This study aims to develop, evaluate the feasibility, and examine the effectiveness of a Teaching Games for Understanding (TGfU)-based volleyball learning model in improving elementary school students’ learning interest and outcomes.

Materials and methods. This Research and Development (R&D) study utilized the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Participants included expert validators, physical education teachers, and elementary school students. Data were gathered through interviews, questionnaires, and assessment rubrics, and analyzed using descriptive and inferential statistics, specifically a paired-samples t-test. The results indicated that the developed model was feasible, with an average score of 93.33% in the small-scale trial and 94.50% in the large-scale trial. The effectiveness test showed a statistically significant improvement between pretest and posttest scores in students’ learning interest and volleyball basic skills (underhand passing, overhand passing, and serving), with p < 0.05 (paired t-test).

Results. This finding confirms that the TGfU-based volleyball learning model effectively enhances both student engagement and learning outcomes. In conclusion, the developed model is valid, reliable, feasible, and effective for use in elementary school physical education to improve students’ interest and learning outcomes.

Conclusions. Based on the presented research abstract, it can be concluded that the developed Teaching Games for Understanding (TGfU)-based volleyball learning model is proven valid, reliable, feasible, and effective for implementation in physical education in elementary schools. This model is significantly able to increase student learning interest and learning outcomes, especially in basic volleyball skills such as underhand passing, overhand passing, and serving. These findings confirm that the TGfU approach is a valuable pedagogical strategy for increasing student engagement and academic achievement in the context of sports learning.