Inquiry-Based Learning in Sports/the Movement Sciences

Riehl, Felix; Dannemann, Anna; Zetzsche, Robert; Maiwald, Christian

doi:10.1007/978-3-030-14223-0_30

Cited by 1 publication

(2 citation statements)

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“…Inquiry teaching comprises the process of teacher guidance and students enquiry that requires space to develop, and encourage students in doing problem analysis, data collection, cooperation, and independent learning (Jia, 2019). The inquiry-based learning was implemented successfully in the modules for the sports and movement sciences areas (Riehl et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The scientific approach is intended to provide understanding various materials using a scientific approach. The inquiry learning model could develop the ability to think systematically, logically, and critically, or develop students' intellectual abilities, including in Sports (Riehl, Dannemann, Zetzsche, & Maiwald, 2019). The use of a scientific approach to the collaborative inquiry learning model can spur students to think critically and analyze the various materials available from various sources.…”

Section: Introductionmentioning

confidence: 99%

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The Scientific Approach Using Inquiry Learning Model in Improving Forehand Drive Performance of Table Tennis

Wahyudin

Malik

2020

j. of. sci. technol.

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This study aims to test an increase in the ability of a forehand drive in the game table tennis through the implementation of a scientific approach using inquiry learning model for one of Junior High Schools in South Sulawesi, Indonesia. This study applied a classroom action research conducted in two cycles. Each cycle consists of four steps, they are Planning, Implementation, Observation, and Reflection. Seventeen male students and eight females were involved as respondents in this study. Data collection techniques were conducted in the form of field observations and documentation. The data analysis technique used in this study was descriptive qualitative. This study found that the ability of the forehand drive of Junior High School students increased significantly from cycle I to cycle II. Learning outcomes in the first cycle in the complete category was 44%. In the second cycle, an increase of student learning outcomes in the complete category was 80%. Thus, learning table tennis through scientific application using inquiry learning models can improve the ability of students’ forehand drive.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%