Comparison of Two Types of Instruction in Badminton

The purpose of this study was to examine the effects of two forms of instruction, “traditional” and “traditional” plus strategy instruction (strategy‐oriented), on students’ knowledge, game understanding, skill and game performance. College students (n = 30) in a teacher‐training programme were divided into two treatment groups: strategy‐oriented (n= 11) and traditional (n = 10), and to a control group (n = 9). Both treatment groups received 20 lessons of “traditional” badminton instruction and played singles badminton for 8 lessons. In addition, the strategy‐oriented group received video‐based strategy instruction for 8 lessons. Pre‐ and posttests were administered for badminton knowledge, game understanding, skill and game performance. The strategy‐oriented group was able to improve its badminton knowledge, game understanding and serving skill significantly whereas the traditional group improved its badminton serving skill.