Evaluating the effectiveness of the tactical game model in teaching badminton: a quasi-experimental study

This study investigated the effectiveness of the Tactical Game Model (TGM) in teaching badminton, aiming to determine its impact on students’ tactical awareness, decision-making, and skill performance. A quasi-experimental pre-test–post-test control group design was employed with 40 university students enrolled in a badminton course. The experimental group received instruction based on the TGM approach, while the control group followed a traditional skill-based model. Data were collected using a researcher-developed 15-item Badminton Achievement Test and a badminton-adapted version of the Game Performance Assessment Instrument (GPAI). Statistical analysis included ANCOVA and paired-sample t-tests, with effect sizes interpreted according to Cohen’s criteria. After adjustment for pre-test achievement scores and national athlete status, the experimental group obtained significantly higher post-test achievement scores than the control group, F(1, 37) = 28.89, p < .001, η² = .438, indicating a large group effect. These findings suggest that the TGM approach may provide an effective pedagogical framework for improving cognitive achievement in badminton instruction. The study provides empirical evidence supporting the adoption of game-centred pedagogies in physical education curricula and teacher education programs to enhance learners’ tactical understanding and engagement. Trial registration ClinicalTrials.gov NCT07658911. https://clinicaltrials.gov/study/NCT07658911 Registered 22 June 2026. Retrospectively registered.