Effects of a Tactical Games Model on University Students’ Basketball Performance

Purpose : This study aimed to assess the effect of the tactical games model (TGM) on university students’ basketball game performance compared with a control group using the direct instruction model. Method : A total of 164 sophomore students participated in an 8-week instructional program, with three-on-three basketball games conducted 1 week before and after the intervention to measure performance changes using the Game Performance Assessment Instrument for team games. Results : Results demonstrated overall improvements in basketball game performance for both instructional groups by the end of the intervention. However, students in the TGM group outperformed those in the direct instruction model group ( F = 59.91, p < .001, ω 2 = 0.30). Specifically, the TGM group exhibited statistically significant improvements in skill execution ( F = 32.06, p < .001, ω 2 = 0.18), decision making ( F = 9.22, p = .003, ω 2 = 0.06), and support ( F = 23.80, p < .001, ω 2 = 0.14). No significant difference was noted in adjust ( F = 1.95, p = .165, ω 2 = 0.01). Conclusion : TGM could be a superior teaching strategy for improving university-level basketball game performance, highlighting its value in sports education curricula.