A COMPARATIVE ANALYSIS IN TEACHING INDIVIDUAL SPORTS: WHOLE-PART-WHOLE METHOD VERSUS TASK/PROJECT-BASED METHOD
Abstract:
Teaching individual sports requires effective instructional strategies that enable learners to acquire the necessary skills and knowledge. This study presents a comparative analysis of two prominent teaching methods: the Whole-Part-Whole (WPW) method and the Task/Project-Based (TPB) method in the context of teaching individual sports. The aim is to explore the strengths and weaknesses of each method and their impact on skill acquisition, learner engagement, and overall learning outcomes.
The WPW method involves teaching the sport as a whole, breaking it down into smaller parts for focused instruction, and then reintegrating the parts back into the whole. This approach emphasizes an integrated learning experience, allowing learners to understand the overall game while developing specific skills. On the other hand, the TPB method focuses on real-world application by engaging learners in meaningful tasks or projects that simulate game scenarios. Learners actively participate, analyze, problem-solve, and make decisions, thereby enhancing their understanding and skill development.
To conduct the comparative analysis, a mixed-methods approach including quantitative measures, such as skill performance assessments and surveys, and qualitative data collection through interviews and observations will be employed. Participants will include learners at various skill levels, such as beginners, intermediate, and advanced, who will be assigned to either the WPW or TPB group.
The study aims to measure skill acquisition by assessing participants’ performance in specific sport-related tasks before and after the instructional interventions. Additionally, learner engagement will be evaluated by analyzing their motivation, interest, and perceived enjoyment. Furthermore, qualitative data will provide insights into learners’ experiences, preferences, and perceptions of the two teaching methods.
The findings of this study will contribute to the existing body of knowledge on effective instructional methods in teaching individual sports. It is expected that the results will shed light on the strengths and limitations of the WPW and TPB methods, enabling educators and coaches to make informed decisions regarding instructional approaches in individual sports settings. Ultimately, the study seeks to enhance teaching practices and optimize the learning experience for individuals engaging in various individual sports.
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