Exploring the long-term retention of badminton skills: a comparison between command and reciprocal teaching styles
DOI:
https://doi.org/10.47197/retos.v74.117922Keywords:
Badminton, teaching style, respirocal, ommandAbstract
Objective: The purpose of this study was to compare the effectiveness of Command and Reciprocal teaching styles on the learning and long-term retention of low backhand serve skills in badminton among high school students.
Materials and methods: Sixty 10th-grade high school students (aged 15-16) took part in an experimental study with a 2x3 factorial design. They were randomly divided into two groups: Command (n = 30) and Reciprocal (n = 30). The learning program was implemented over 6 weeks, with three sessions per week (each lasting 60 minutes). A pre-test, post-test, and retention test were used to assess serving accuracy, technique execution, and student perception (following the
Results: Significant differences were found in accuracy on the post-test (29.47 vs. 34.80 points) and retention test (25.27 vs. 32.13 points) between the Command and Reciprocal groups. The Reciprocal group had considerably higher skill retention than the Command group (92.33% vs. 85.75%, p<0.001), with a large effect size (d=1.38). A strong correlation was found between technique execution and serve accuracy in both groups (r=0.75-0.80). Students in the Reciprocal group reported higher levels of satisfaction (4.37 vs. 3.72), self-confidence (4.09 vs. 3.24), and learning motivation (4.19 vs. 3.48), compared to the Command group.
Conclusion: These findings indicate that the Reciprocal teaching style, which involves social interaction and feedback between students, is more effective than the Command style in improving learning and long-term retention of the low backhand serve skill in badminton, with important implications for the development of teaching strategies in physical education.
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