College Students’ Development of Badminton Skills and Tactical Competencies Following Play Practice

in Journal of Teaching in Physical Education
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  • 1 Auburn University
  • 2 Hubei Normal University
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Purpose: The purpose of this study was to examine the effects of Play Practice (PP) instruction on badminton performance in college students. Method: A total of 66 students from the United States and China participated in units following either the principles of PP or skill-focused instruction. A nonequivalent control/comparison group experimental design with premeasure and postmeasure was used in this study. Separate analyses of variance with repeated measures (Time × Group) were conducted to examine the effects of PP and skill-focused instruction for each of the four dependent variables: (a) forehand clear, (b) wall volley, (c) game performance, and (d) tactical understanding. Results: Both PP and skill-focused instruction conditions were effective in improving participants’ skills from pretest to posttest. However, PP was also effective in improving participants’ game performance. Conclusion: PP effectively developed both fundamental skills and tactical aspects of badminton without diminishing the transfer effect from practice to games.

Liu and Hastie are with the School of Kinesiology, Auburn University, Auburn, AL, USA. Wang and Zhang are with the College of Physical Education, Hubei Normal University, Huangshi, Hubei, China.

Hastie (hastipe@auburn.edu) is corresponding author.
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