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The effects of teaching style and motor skills on 100-m running results: A factorial experimental design
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The effects of teaching style and motor skills on 100-m running results: A factorial experimental design
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The effects of teaching style and motor skills on 100-m running results: A factorial experimental design
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Journal Article
The effects of teaching style and motor skills on 100-m running results: A factorial experimental design
2025
Overview
Background: Several studies have examined the effects of teaching style on 100 m sprint performance. However, motor skills are rarely incorporated into these studies, and their levels are not systematically classified. Purpose: This study aimed to determine (1) the difference between self-check teaching style and practice-based teaching style, (2) the performance difference between individuals with high and low motor skills, and (3) the interaction between teaching style and motor skill level in influencing 100-m sprint result. A factorial experimental design was used to analyze these relationships. To achieve the goals, participants fell into the teaching style group (divided into self-check and practice-based) and motor skills groups (categorized into high and low). Materials and Methods: The study employed a 2x2 factorial experimental design involving 40 second-grade students aged 15 to 16 from Senior High School 2 Tondano, Indonesia. Over six weeks, participants engaged in three weekly sessions focusing on 100-meter sprint training. Performance was assessed using the Barrow Motor Ability test and a stopwatch to measure sprint results. Statistical analysis, including two-way ANOVA with a significance threshold of 0.05, was conducted via SPSS 25. Results: The results suggest that (1) there was no significant difference in the effect between the self-check and practice-based teaching styles, as the results of running 100 meters were F count = 2.163, Sig. 0.150 (p >0.05) at the significance level a 0.05. However, (2) a significant difference was found between high and low motor ability (F count = 34.148. Sig. 0.000 at the significance level a 0.05). Similarly, (3) an interaction between teaching style and motor skills level was also found in running 100 meters (F count = 4.627, Sig. 0.038 at the significance level a 0.05. Conclusions: While teaching style alone did not significantly affect sprint outcomes, motor skill level served as a determinant of performance. Additionally, teaching style interacted significantly with motor skill level. These findings indicate the importance of adjusting teaching strategies to students' motor abilities for optimal sprint performance.
