Previous research in game settings in Finland has mainly focused on perfecting the technical aspects of game performance, whereas studying and developing game understanding as well as the teaching of games has gained far less attention. Therefore, the primary purpose of the present study was first to develop two valid assessment instruments to evaluate game understanding and game performance in badminton, and second, to apply the developed instruments to different age and experience levels. The third purpose was to set up an intervention study in order to study the effects of two types of instruction on game understanding and game performance of physical education students. The participants in these studies were primary and secondary school children at different age levels (9, 12 and 14 years of age), junior badminton players (14 years of age) and physical education students in a teacher-training program. Multiple measures of knowledge, game understanding, skill and game performance were used to evaluate the various aspects of game performance. The results of the first and second validation studies show that the instruments developed for the purposes of this project have shown themselves to be valid indicators of game performance. The third study, comparing experts and novices, clearly showed that skill, game play and cognitive components all differentiated experts from novices. The findings of the fourth study revealed that the strategy-oriented group, receiving skill instruction and video-based strategy instruction, was able to improve its badminton knowledge, game understanding and serving skill, whereas the traditional group, receiving only skill instruction, only improved its badminton serving skill. In all, the findings of this study further confirmed the importance of cognitive abilities in game performance and suggest that the teaching of games should be reconsidered in order to produce both skillful and intelligent players.
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