The importance of Physical Education (PE) is acknowledged worldwide. However, various countries have found many problems with regards to PE teaching and learning such as the existence of unknowledgeable and incompetent teachers. The purpose of this study is to determine the significant differences between trained and untrained PE teachers in relation to classroom management strategies (CMS) and teaching motivation (TM) by using independent t-test. Additionally, this study sought to examine the relationship between CMS and TM among trained and untrained PE teachers through correlation analysis. The samples of this study were 72 PE teachers in Southern Thailand (40 trained and 32 untrained PE teachers respectively). Questionnaire was used as the instrument for data collection which comprises Classroom Management Strategies Questionnaire (CMSQ) and Autonomous Motivation for Teaching Questionnaire (AMTQ). The results evinced that trained PE teachers are better at CMS and TM compared to untrained PE teachers. It was also found that there is a positive relationship between CMS and TM for trained PE teachers. Meanwhile, there is no significant relationship between CMS and TM for untrained PE teachers. This study provides empirical evidence to confirm that teachers who teach physical education must be expert in the area. Moreover, proper CMS and teacher motivation should be enhanced concomitantly.

This trial study is aimed at helping coaches train players for comprehension and intelligence in football. Organized, systematic and comprehensive training modules can help coaches to train and improve player performance. The trial study design is a quasi-experimental method with pretest -posttest design. Subjects were football players under 14 years old from Johor Bahru district in Malaysia. Subjects were divided into treatment group (n = 26) and control group (n = 26). Treatment group was exposed to CGfU Module for nine weeks. On the other hand, control group was exposed to the FAM License 'C' Football Training Module for nine weeks. The research instrument was the System of Tactical Assessment in Soccer (FUT-SAT). The effect of the use of the training modules was tested on the performance of football players under 14 years old in terms of performance quality, place of action on the field and action results. Based on the t-test, the intervention significantly affected the post-test performance of football players in the treatment and control groups. Nevertheless, the t-test showed no significant difference in pre-test performance between the treatment and control groups. The t-test also showed no significant difference in post-test performance between the treatment and control groups. In conclusion, CGfU Module had an impact on the performance of under-14 football players. The game modification training method using the CGfU Module can increase understanding and make players intelligent in the football game.

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