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The study aimed was to assess the effectiveness of coaching module based on Teaching Games for Understanding (TGfU) towards the performance of school netball players. Samples consisted of 14 netball players in selected Malaysian secondary schools. The players had gone through four-weeks of training using the coaching module. The results showed that the coaching module has a high impact on players' performance in the aspects of decision-making, chose and used attack and defense strategy at the right time and place during netball game.There was a strong and significant positive relationship between the uses of coaching module with performance of the players in netball game. The implication of this study was to help school coaches to incorporate thinking culture of players on the ability in decision-making skills, choosing and using attack and defense strategy during playing netball.

This study aimed to determine the validity and reliability of the Comprehensive Assessment instruments for handball and badminton games in physical education. This study conducted by six types of instruments in comprehensive assessment, that are handball cognitive assessment, handball psychomotor assessment, handball affective assessment, badminton cognitive assessment, badminton psychomotor assessment and badminton affective assessment. The measuring instruments of this study are built based on the level of Bloom's taxonomy (1956) for cognitive domain, taxonomy Dave (1970), taxonomy for psychomotor domain and taxonomy Krathwohl et al. (1964) for affective domain. The results showed the validity of a comprehensive assessment for handball was r = .82 and r = .80 for badminton. While the reliability of handball cognitive assessment r = .78 (n = 36), handball psychomotor assessment r = .93 (n = 31), handball affective assessment r = .83 (n = 39), badminton cognitive assessment r = .75 (n = 40), badminton psychomotor assessment r = .81 (n = 40), badminton affective assessment r = .81 (n = 40). The percentage of agreement between examiners (inter observer agreement) for handball is (70.11 %, SD = 0.57) and badminton (70.03 %, SD = 0.68). Based on the findings, this comprehensive assessment is suitable to be used as a standard instrument to assess students' achievement in handball and badminton games through Physical Education subject in School Based Assessment.

The recent implementation of TGfU pedagogy among Malaysian schools game curriculum challenging teachers who are comfortable with technical-skill driven Linear Pedagogy (LP).This conundrum led to this quasi experimental pre-post-test design study using n = 56 students aged 13±.23 years old investigated Non Linear Pedagogy (NP) and LP models using badminton curriculum in terms of tactical decision making, recovery movement to base, skill execution of drop shots and smash in badminton doubles game play. Findings, as for tactical decision making, recovery to base, drop shot and smash in doubles game play, ANCOVA and ANOVA statistics indicated significant improved performance via NP compared to LP.Conclusion, implementing NP in schools would further strengthen TGfU as teachers can adjust tactics, skill tasks to the performer's abilities and situated learning environment