The Influence of the Cooperative Learning Model Type Team Game Tournament on the Passing Ability of Football Learning

Abstract

Physical education plays a role in promoting students’ motor competence, social interaction, and participation in school learning environments. However, many elementary school physical education classes still rely on teacher-centered instructional approaches that limit student engagement and reduce opportunities for practicing sport skills. This situation often results in limited mastery of football techniques, particularly passing ability, which is a key component of maintaining ball possession and building team play. Therefore, this study aimed to examine the effectiveness of the Teams Games Tournament cooperative learning model in improving students’ football passing ability. The participants were twenty male third-grade students from SDN Tanggulun 2, Indonesia. The study employed a quasi-experimental approach using a pretest and posttest control group design conducted over ten learning sessions. The intervention involved implementing the Teams Games Tournament cooperative learning model during football learning activities, emphasizing teamwork, structured gameplay, and tournament-based interaction. Data were collected using a standardized football passing ability test measuring accuracy, strength, and technique. The data were analyzed using descriptive statistics, an independent-samples t-test, and normalized gain analysis in SPSS. The results revealed that students who participated in the cooperative learning intervention showed greater improvement in passing ability than students receiving conventional instruction. The experimental group achieved a mean posttest score of 40.00, whereas the control group obtained a mean posttest score of 23.40. These findings confirm that the Teams Games Tournament cooperative learning model effectively enhances football passing skills in elementary school physical education