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Table 5 Summary of teacher’s reflective journals

From: Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models

Reflection components

Teachers A’s reflection on TGfU model

Teachers B’s reflection on SDT model

Game play in lessons

(i) I did discuss about tactics with the students, such as closing downspace when defending and looking for space when attacking by applying shots such as a drop shot and smash. But at times it was difficult to make the student understand, especially discussing tactics, unless I guided them with clues. (ii) Subsequently they were required to apply some of the tactics discussed in game play, for about 5 min. As they were playing, I moved from one court to another court to discuss the cues about, how to execute skills such as clear, drop shot and smash. As provided in the lesson plan provided by the researcher, I moved on the next game play situation whereby I make them produce the proper skill technique for a clearance, drive, drop shot, and smash while playing in game situations. However, they needed more time and attention to improve their technique of doing the skills. (ii) However, in a game situation the players were able to make right decisions about how to finish off a point and the idea of moving the opposing player around the court trying to get the shuttle into an open space to win, by using forceful shots such as a smash or drop shot

(i) As a teacher, I demonstrated how to serve the shuttle with a proper technique and again I showed them how to clear the shuttle, especially the contact point between shuttle and the racket. Badminton skills were practiced in a skill drills situation, whereby emphasis was given to technique perfection. For each lesson varying activities were involved, namely, from individual activities, followed by pair work, eventually with a double game play to towards end of each lesson. This approach emphasized badminton skills of serve, contact, drive, clear, drop, smash and movement returning to the base. (ii) I must admit that, there were times the players enjoy the badminton skill drills, but at certain of the lesson they experienced fatigue, slowed down the tempo of executing the skill drills including the serve, smash or clearance

Cognitive development

(i) Players were able to identify the name of shots that would send the opponent to the baseline of the court, for example the overhead clear or lob. Sending the shuttle to the baseline, gives the attacking player time to get back into base position. (ii) Throughout many game play situations the players were able to think and then put tactics ideas into action. An example when selecting the type of shot; whether to drop or smash. (iii) While playing double, at times the players were able to understand the common attacking tactics and defending their own court, but at times their concentration lapsed when deciding who would hit the shuttle across the net in a long rally

(i) For each of skill components, teaching cues and learning points were given to the players as they executed the skills of serve, contact, drive, clear, drop, smash and movements when returning to the base. Students asked many questions about how to execute the skills, including for example the serve, and shuttle contact.

Emotional learning

As far emotions are concern, the players were able to smile, shake hands, verbalise expressions such as “ha..a..ha” as they were able to win points

On the other hand, when the pair are losing, they still looked overjoyed with their game play

Bye and bye more excitement was indicated as they played mini games at end of each lesson. When they practiced skills in isolated situations, the players, by themselves, were more focusedontheir skill development

Questioning

(i) The implementation of TGfU lessons based on comprehension type questions: ‘Where should your contact shuttle with face of the racket?’‘Why should you position at the base of your own court when to anticipate the return shuttle from opponents?’‘What ways would you kill the opponents rally? and so on led to the fact that most of the question were able to be answered by the students with some teacher guidance. Furthermore they were able to relate their answers to, playing badminton at home, as well as watching their hero Lee Chong Wei playing on television

(i) I asked questions about technical skill execution, as I demonstrated how to execute selected skills

(ii) As they are practicing their badminton skills, when I detected their technical errors, I stop them and give the necessary feedback so that they improve the execution of their badminton skills