Suwirman, Rezha Arzhan Hidayat, Muhamad Ichsan Sabillah, Fiky Zarya, Syahrastani
Background. Physical education in schools plays an important role in developing motor skills and understanding game concepts, including sports such as badminton. Objectives. This systematic review aimed to investigate the successes and challenges of TGFU implementation in badminton teaching in schools, focusing on its effects on students' skills. Methods. This study utilized a systematic review design that searched the literature from various academic databases such as Scopus, PubMed, and Web Of Science. The keywords used included “Teaching Games for Understanding,” “TGFU,” “badminton,” “Physical Education,” and other related variations. Inclusion criteria included studies that used the TGFU model in teaching badminton in schools, emphasizing empirical studies and evaluations of the successes and challenges of its implementation. Results. Analysis of the selected studies showed that implementing TGFU in badminton teaching consistently improved students' motor skills, understanding of tactics, and participation in sports learning. This success is supported by an approach emphasizing game concepts and problem-based learning. However, teacher preparation, curriculum adaptation, and time management remain significant barriers to effective implementation. Conclusion. This review concluded that the TGFU learning model has great potential to improve badminton learning in schools despite facing challenges in its implementation. Considering these factors, practical recommendations include increased teacher training, a more structured curriculum, and further research better to understand success factors and barriers in different contexts. Implementing the TGFU model with a deeper understanding can significantly contribute to physical education and sports learning as a whole. © 2025, Society of Aging and Physical Activity (SAPA). All rights reserved.
Faculty of Sport Science, Universitas Negeri Padang, Indonesia; Faculty of Sport and Health Sciences, Universitas Negeri Yogyakarta, Indonesia
