A Comparison of the Tactical Game Approach and the Direct Teaching Models in the Teaching of Handball: Cognitive – Psychomotor Field and Game Performance

Ferudun Dorak, Lale Yildiz, A.Meliha Canpolat, Yasin Yüzbaşıoğlu, Nilgün Vurgun


It was aimed in the study to compare the Tactical Game Approach and the Direct Learning Models in Handball
training, to study the effects in detail on development in the cognitive field, psychomotor field and game
performance of these models. A total of 43 students who were attending at the Department of Physical Education and
Sports Teaching, participated voluntarily in this study. Since the participants were attending two different classes,
one of the classes was determined randomly as the “Tactical Game Group” (n=25) and the other class as the “Direct
Learning Group” (n=18). In the study, a 25-question survey form composed by the experts, was used for measuring
the knowledge levels. A Handball test course was used for determining performances of the psychomotor
developments of the groups. The 16-item form that contained the offensive and defensive criteria, by taking as the
basis the (GPAI), was used at the stage of game performance assessment. The qualitative data were obtained with the
individual interview technique realized with the Standardized Open-ended Interview Form. Analysis methods were
used for data analyses. In the analysis of the qualitative date, the depiction and analysis stages were followed. Study
findings stated that both of the learning methods provided development, both in the psychomotor and in the cognitive
field. However, in the game performance field, it was determined that the Tactical Game Approach was more
effective compared to the Direct Learning Model.

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DOI: https://doi.org/10.5430/wje.v8n3p76

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World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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