Do movement training methods (Traditional and TGfU) have an effect on self-efficacy in adolescent girls?

Educational methods in physical education have a long history, and due to that, they have always been of interest in the academic and psychological life of people. Self-efficacy is one of the important variables in sports, there is little empirical evidence about the effectiveness of different training models. The purpose of this research was to compare the effect of traditional educational model and TGFU educational model on self-efficacy in adolescent girls.

In this cross-sectional, semi-experimental study, 40 first-year high school girls with no history of playing badminton were randomly divided into two groups of 20 each. To measure the self-efficacy questionnaire of children and adolescents by Morris (2001) and adapted from the self-efficacy questionnaire of Bandura, Barbaranelli, Capara, Pastorelli (1996). Performance measurement of badminton long serve training of each group was performed in the acquisition period and after 48 hours in the memorization phase. In the recall phase, the self-efficacy questionnaire was completed by each of the participants. To analyze self-efficacy data, univariate and multivariate covariance analysis was used at a significance level of 0.05.

The findings showed a significant superiority in the TGFU group compared to the traditional group in the self-efficacy performance of the acquisition period and the memorization test. In addition, the total score of self-efficacy as well as social self-efficacy of the TGFU group in memory was significantly higher than the traditional education group.

According to the obtained results, it seems that if students are trained using the TGFU educational model approach, they show better self-efficacy in different aspects.