Effects of Game-Based Learning Teaching on Senior High School Students’ Taekwondo High Roundhouse Kick Performance and Learning Satisfaction
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Abstract
This study examined the effects of Game-Based Learning (GBL) teaching on senior high school students’ Taekwondo high roundhouse kick technical performance and learning satisfaction. Technical performance was examined through three indicators: movement standardization, 20-second kicking speed, and kicking power. Method: A quasi-experimental pre-test, mid-test, and post-test control-group design was adopted. Sixty Grade 10 male students were assigned to an experimental group (n = 30) receiving GBL Taekwondo teaching and a control group (n = 30) receiving traditional instruction. The intervention lasted eight weeks, with two 45-minute lessons per week. The experimental teaching design included structured game tasks, progressive challenges, immediate feedback, peer cooperation, and competition. Data were analyzed using descriptive statistics, independent-samples t-tests, and Cohen’s d. Results: At post-test, the experimental group significantly outperformed the control group in movement standardization (8.88 ± 0.97 vs. 8.12 ± 0.97, p = .001) and kicking power (6.85 ± 0.80 vs. 5.60 ± 0.81, p < .001). The experimental group also achieved a higher mean score in 20-second kicking speed, but the difference was not statistically significant (7.48 ± 6.01 vs. 5.90 ± 4.96, p = .205). Learning satisfaction was significantly higher in the experimental group (84.15 ± 3.52 vs. 79.45 ± 2.68, p < .001). Conclusion: GBL teaching produced clear positive effects on movement standardization, kicking power, and learning satisfaction, while its effect on kicking speed was positive but statistically limited. The findings support the use of structured GBL tasks in senior high school Taekwondo skill instruction.
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