Wahyu Saputra, Erwin Setyo Kriswanto, Nur Rohm Muktiani, Ferm Konukman, Ama Tannoubi, Asep Akbaruddin, Siti Nurrochmah, Edi Setiawan, Emine Büşra Yilmaz, Andrew Sortwell
Background: The differentiated teaching instruction (DTI) and teaching games for understanding (TGfU) models are widely promoted as potentially beneficial for executive functions (EFs), situational interest (SI), and fundamental movement skills (FMS), but limited research supports these claims. Objective: This study evaluated the effects of two different pedagogical approaches between DTI and TGfU on EFs, SI, and FMS among students. Methods: This study adopted a randomized control group pre-test and post-test design. The study participants were private elementary school students (boys and girls), and they were randomly allocated into DTI (n = 20), TGfU (n = 20), and CG (n = 20). Measurements of EFs, SI and FMS were conducted at the pre-test and post-test. Results: The results of the mixed repeated measures ANOVA analysis showed that there were main effects of teaching factors (p < 0.05), type of time (p < 0.05) and interaction (p < 0.05) on each indicator of EFs, SI and FMS for both boys and girls students, and Bonferroni post-hoc analysis showed that the scores of EFs, SI and FMS in boys and girls studentswere higher in DTI, than TGfU and CG while TGfU had higher scores than CG. Thus, DTI and TGfU have been proven to be an effective teaching model in improving EFs, SI and FMS of both boys and girls students. Conclusions: Thus, these findings highlight the importance of integrating DTI and TGfU as an effective pedagogical model in PE to improve EFs, SI and FMS among students. Copyright (c) the author(s). This is an open access article under CC BY license (https://creativecommons.org/licenses/by/4.0/) http://dx.doi.org/10.7575/aiac.ijkss.v.14n.1p.33
Faculty of Sports, Universitas Negeri Yogyakarta, Indonesia; College of Sport Sciences, Department of Sport Coaching, Qatar University, Qatar; High Institute of Sport and Physical Education of Gafsa, University of Gafsa, Tunisia; Faculty of Sports Science, Universitas Negeri Malang, Indonesia; Faculty of Teacher Training and Education, Universitas, 17 Agustus, Cirebon, 1945, Indonesia; Faculty of Sport Sciences, Mehmet Akif Ersoy University, Turkiye; School of Education, University of Notre Dame Australia, Sydney, Australia
