Main Article Content
The objectives of this research article were 1) to compare the physical skills of cheerleaders before and after
the TGT technique training program with coaching; 2) to study the teamwork of cheerleaders before and after the TGT
technique training program with coaching; and 3) to investigate the cheerleaders' perceptions of the TGT technique
training program with coaching. The samples consisted of thirty elementary school cheerleaders from a private school in
Pathum Thani Province. The research instruments included: 1) three training programs and lesson plans using the TGT
technique training program with coaching; 2) twenty-four items of physical skill evaluation form; 3) twenty-four items of
teamwork skills assessment form; and 4) an interview form for cheerleading using the TGT technique training program
with coaching. The statistics used in data analysis were the mean and standard deviation.
The findings revealed that
1) the mean score of physical skills after using the TGT technique training program with coaching was at a
high level, with an average of 3.80 (S.D.=0.34), which was higher than the pre-test score at a moderate level, with an
average of 2.96 (S.D.=0.34)
2) the mean score of teamwork after using the TGT technique training program with coaching was at a high
level, with an average of 4.07 (S.D.= 0.35)
3) the majority of cheerleaders enjoyed learning and were interested in activities that can improve their
physical skills and teamwork.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Any articles and comments This journal is the opinion of the author. The Faculty of Physical Education doesn't always have to agree. Anyone wishing to publish or distribute a message must obtain direct permission from the author.
Dharakorn Chandnasaro. ( 2 0 1 4 ) . Choreographic Principle for Cheerleading Tournament: A Case Study of the
Choreography of Sarawut Samniangdee. Journal of Fine and Applied Arts Khon Kaen University, 3(1), 55–83.
Dikdik fauzi dermawan and Ade Rahmatullah muttaqin. (2016). Teaching badminton smash by using team game
tournament (TGT) model in smp muhammadyah karawang.
Itsarapong Sophahai. (2017). The Development of Learning Achievement and Working Group Behaviors through the
TGT Cooperative Learning for Mathayomsuksa 1 Students of Mahawichanukul School. (Unpublished Master’s
thesis). Rajabhat Mahasarakham University.
Krittanai Kongdanphrai. (2019). Development of Grade Nine Students’ Ability to Solve Problems in the Football Subject
through problem-based learning and teamwork Skills, Master of Education Program in Curriculum and Instruction,
Dhurakij Pundit University, Bangkok.
Montri Wongsaphan. (2020). Fundamentals of research in curriculum and teaching. (1st ed). Maha Sarakham :
Sarakham Company Limited edition.
Peerawat Srimuang. (2 0 2 2 ). Effects of Muaythai Skills Using Cooperative Learning by TGT Technique of Grade 7
Students. Journal ofResearch and Development Institute, Rajabhat Maha Sarakham University.
Phakarin Aroka. (2020). Comparison of the results of Simpson's practical skill learning management model and
cooperative learning management based on techniques TGT affecting gymnastic skills Department of Health
and Physical Education. Srinakharinwirot University, Bangkok.
Thailand Federation of Cheerleading. (2010). History of Cheerleading. https://www.facebook.com/tfc.cheer/
Thairath online. (2012, September 27). Benefits of Cheerleading Activities.
Thumrongkul Phokasab and Lucksana Klaikao. (2018). Create and research interactive cheerleading coaching method
for high school students. (Unpublished Master’s thesis). Rangsit University,Phatum thani.
Wichai Wongyai and Marut Phatphol. (2015). Cognitive Coaching. (5th ed). Bangkok: Charansanitwong printing.
Wichai Wongyai and Marut Phatphol. (2019). Coaching to develop learner potential. (1st ed). Bangkok: