fa International Journal of Kinesiology & Sports Science ISSN 2202-946X Vol. 3 No. 3; July 2015 Australian International Academic Centre, Australia Effect of Pedagogical Model on Indian and Malaysian Junior Hockey Players’ Decision Making and Skill Execution Sanmuga Nathan Faculty of Sports Science and Coaching Sultan Idris Education University of Malaysia, Perak, Malaysia E-mail: sanmuga@fsskj.upsi.edu.my Received: 02-06- 2015 Accepted: 27-07- 2015 Published: 31-07- 2015 doi:10.7575/aiac.ijkss.v.3n.3p.43 URL: http://dx.doi.org/10.7575/aiac.ijkss.v.3n.3p.43 The research is funded by Sultan Idris Education University of Malaysia. Abstract Background: This paper reports comparison of two studies investigated across Malaysia and India using merged pedagogical model (combination Teaching Games for Understanding (TGfU) with Tactical Game model (TGM)) termed as Tactical Model (TM) was compared to a semi traditional model termed as Skill Drill Technical (SDT). Objective: The objectives of these two studies were to investigate the effect of these two pedagogical models across two countries using mini-games of 5 versus 5, examining: decision-making and skill execution game situations among junior hockey players in coaching context. Methodology: These two quasi experimental studies comprised of Indian and Malaysian junior elite hockey players age 14±3 years old whereby n =30 players in each country was randomly selected and assigned equally to an quasi experimental group (TM, n= 15), and to SDT group (n=15) players. Result: Results for decision-making on whether to dribble, pass, tackle and score significant improvement using TM (6.93±6.58) compared to SDT (2.42±3.01), among Indian junior hockey players, F(2,28) =5.84, p<0.05 after intervention. Similar results observed among the Malaysian players too whereby posttest score revealed TM (3.28±.311) while SDT (2.96±4.61). Whereas skill execution result for dribbling, passing, tackling and scoring indicated a significant improvement among Indian hockey players, F (1,28) = 10.00, p <0.05 via TM (4.62±2.16); compared to with SDT (1.70±1.43). In contrast indicated, TM recorded no significant improvement compared to SDT after intervention F(1,28) = 1.64, p>0.05 among Malaysian players. Conclusion: TM seems to be suitable pedagogical model, however further research should address other parameter of game play in particular the relationship between agility and decision making of hockey game play, and coaches perception, understanding and usage of TM across other Asian countries Keywords: Tactical model, Teaching Game for Understanding, Tactical Game Model, decision-making, skill execution 1. Introduction Recent developments in the coaching and teaching of team sports especially in sports advanced countries such as European countries, Australia, United States, and New Zealand have highlighted the importance of Game Based Approaches (GBA s ) such as Teaching Games for Understanding (TGfU) as a pedagogical tools or instructional methodology for developing individual players and team game intelligence (Wein, 2004). Game intelligent and tactical creativity can be developed through divergent tactical thinking and convergent tactical game thinking skills. Therefore teachers ought to plan their lessons or coaching units utlising problem solving, questioning strategy in their game lessons or in coaching units as early stages of youth sports development especially for invasion game such as rugby, soccer, basketball, hockey, and handball. It has been proved from research that TGfU model seems to promote a high level of game creativity and intelligence among players (Memmert, Baker, and Bertsch, 2010). As for many GBA researcher and theory generator, there is no importance of comparing which model is better game based pedagogical model or skilled based or technical model, this notion was said by Prof David Kirk to the principal researcher. However, this notion very much applicable to more advanced countries in Sports. From anecdotal reports, observation team training at large hockey-playing countries from ages such as India, Pakistan, Malaysia and other Asian countries as their coaches and school teachers emphasize on skill-based teaching known as Technical Model (Rink, 2002). As for (GBA s ) such as TGfU, Game Sense at the early stage of implementation in these Asian Countries. This indicates that these Asian countries need to look back to their teaching methodologies, perhaps they need a more holistic coaching methodology perhaps merging few GBA approach is vital, in order to improve their countries international rankings. Some Asian such Singapore very much early adapted the Game Concept approach alike TGfU as well Hong Kong adopting TGfU model, but through anecdotal evidence their team game achievement in international competition be it junior or senior team still taking back seat Flourishing Creativity & Literacy