Effects of a Five-Step Physical Education Learning Approach Combined with the Think Pair Share on Analytical Thinking and Combat Skills in Self-Defense Martial Arts Among High School Students

Abstract

This quasi-experimental research aimed to: 1) study the 5-step physical education learning management approach combined with peer tutoring technique, 2) compare analytical thinking skills and self-defense combat skills (Muay Thai) before and after instruction, and 3) compare analytical thinking skills and self-defense combat skills (Muay Thai) after instruction between the low-skill group and mixed-skill group receiving the 5-step physical education learning management approach combined with peer tutoring technique. This study employed a quasi-experimental research design. The sample consisted of Grade 11 students from Potisarnphittayakon School under the Secondary Educational Service Area Office Bangkok 1, categorized into a low-skill group (n=27) and a mixed-skill group (n=21), totaling 48 participants. The experimental instrument was the 5-step physical education learning management plan combined with peer tutoring technique. Data collection instruments included: 1) analytical thinking skills test, and 2) self-defense combat skills (Muay Thai) test. Statistical analyses employed were percentage, mean, standard deviation, Dependent Sample t-test, and One-Way ANCOVA. The findings revealed that post-instruction analytical thinking skills and self-defense combat skills (Muay Thai) were significantly higher than pre-instruction at the .05 level for both groups. Meanwhile, post-instruction, the mixed-skill group showed significantly greater improvement in both skills compared to the low-skill group at the .05 level across multiple components.