Utilización del teaching games for understanding en deportes de equipo en el contexto de la educación físicaUna revisión sistemática

  1. Galeano-Rojas, Dilan 1
  2. León-Reyes, Borys Bismark 2
  3. Ortiz-Franco, Manuel 3
  4. Farías-Valenzuela, Claudio 4
  5. Ferrari, Gerson 5
  6. Valdivia-Moral, Pedro 1
  1. 1 Department of Musical, Plastic and Corporal Expression Didactics, Faculty of Educational Sciences, Universidad de Granada
  2. 2 Universidad Estatal de Milagro
    info

    Universidad Estatal de Milagro

    Guayaquil, Ecuador

    ROR https://ror.org/00gd7ns03

  3. 3 Centro de Magisterio la Inmaculada
  4. 4 Instituto del Deporte, Universidad de Las Américas
  5. 5 Facultad de Ciencias de la Salud, Universidad Autónoma de Chile y Sciences of Physical Activity, Sports and Health School, University of Santiago of Chile (USACH)
Show affiliations +
Journal:
Journal of sport and health research

ISSN: 1989-6239

Year of publication: 2023

Volume: 15

Issue: 1

Type: Article

DOI: 10.58727/JSHR.102695 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Journal of sport and health research

Abstract

The purpose of this work was to carry out a systematic review on the use of the Teaching Games for Understanding (TGfU) model and its hybridizations in team sports in the context of physical education. The process was carried out in the WOS database under the guidelines of the PRISMA methodology. The works were selected based on different inclusion and exclusion criteria, obtaining as a result 20 articles (10 TGfU and 10 TGfU/Hybrid) published in the last 5 years (2019-2023) in English and Spanish. These results were described and analyzed according to: authors and year of publication, country, sample/grade and duration, sport, objectives, method and instruments, variables, and results. Most of the studies are carried out in Spain. The sample is equally distributed between Primary and Secondary Education, although it also included high school students. The duration of the application of the methodology is consistent with the benefits obtained. The use of the TGfU is more frequent in traditional sports, despite including other team sports. The works were oriented to the analysis and comparison of psychosocial-affective variables, of physical performance and cognitive-motor performance of the game. The quantitative research method predominates, using questionnaires, observational tools, semi-structured interviews and focus groups as a measurement instrument. In conclusion, this review demonstrates the importance of both the TGfU and its hybridizations in the context of physical education with team sports, and may be useful for teachers and researchers in this field, contributing to the physical, cognitive, social and affective development of students.

Bibliographic References

  • Arias-Estero, J. L., Jaquero, P., Martínez-López, A. N., & Morales-Belando, M. T. (2020). Effects of two TGfU lessons period on game performance, knowledge and psychosocial variables in elementary physical education. International Journal of Environmental Research and Public Health, 17(10), 22.
  • Barba-Martin, R. A., Bores-Garcia, D., Hortiguela-Alcala, D., & González-Calvo, G. (2020). The application of the teaching games for understanding in physical education. systematic review of the last six years. International Journal of Environmental Research and Public Health, 17(9), 16.
  • Batez, M., Petrusic, T., Bogataj, S., & Trajkovic, N. (2021). Effects of teaching program based on teaching games for understanding model on volleyball skills and enjoyment in Secondary School students. Sustainability, 13(2), 7. https://doi.org/10.3390/su13020606
  • Bracco, E., Lodewyk, K., & Morrison, H. (2019). A case study of disengaged adolescent girls' experiences with teaching games for understanding in physical education. Curriculum Studies in Health and Physical Education, 10(3), 207-225. https://doi.org/10.1080/25742981.2019.1632724
  • Buendía, A. G., Martínez, B., Izquierdo, M. I. C., & Mármol, A. G. (2022). Effects of a hybrid teaching model (SEM+ TGfU) and the model of personal and social responsibility on sportsmanship and enjoyment in 4° Secondary and 1° Baccalaureate students. Retos-Nuevas Tendencias En Educacion Fisica Deporte Y Recreacion, (43), 550-559.
  • Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Physical Education, 19, 5-8.
  • Cocca, A., Baca, J. E. C., Cruz, G. H., & Cocca, M. (2020). Does a multiple-sport intervention based on the tgfu pedagogical model for physical education increase physical fitness in Primary School children? International Journal of Environmental Research and Public Health, 17(15), 11.
  • Fernández-Río, J., Hortigüela-Alcalá, D., & Pérez-Pueyo, A. (2021). ¿Qué es un modelo pedagógico? Aclaración conceptual. In A. Pérez-Pueyo., J. Hortigüela-Alcalá & J. Fernández-Río (Coords.), Modelos pedagógicos en Educación Física: qué, cómo, por qué y para qué. Universidad de León.
  • García-Castejón, G., Camerino, O., Castaner, M., Manzano-Sánchez, D., Jiménez-Parra, J. F., & Valero-Valenzuela, A. (2021). Implementation of a hybrid educational program between the model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education and its effects on health: an approach based on mixed methods. Children-Basel, 8(7), 22. https://doi.org/10.3390/children8070573
  • García-González, L., Abos, A., Diloy-Pena, S., Gil-Arias, A., & Sevil-Serrano, J. (2020). Can a hybrid sport education/teaching games for understanding volleyball unit be more effective in less motivated students? an examination into a set of motivation-related variables. Sustainability, 12(15), 16. https://doi.org/10.3390/su12156170
  • Gaspar, V., Gil-Arias, A., Del Villar, F., Práxedes, A., & Moreno, A. (2021). How tgfu influence on students' motivational outcomes in physical education? a study in elementary school context. International Journal of Environmental Research and Public Health, 18(10), 14.
  • Gil, V. M. G., Álvarez, F. D., Pizarro, A. P., & Domínguez, A. M. (2019). Questioning as a fundamental tool for physical education students to develop decision-making skills. Movimento, 25, 14. https://doi.org/10.22456/1982-8918.86547
  • Gil-Arias, A., Claver, F., Práxedes, A., Del Villar, F., & Harvey, S. (2020). Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit. European Physical Education Review, 26(1), 36-53. https://doi.org/10.1177/1356336x18816997
  • Gil-Arias, A., Diloy-Pena, S., Sevil-Serrano, J., Garcia-Gonzalez, L., & Abos, A. (2021). A hybrid TGfU/SE volleyball teaching unit for enhancing motivation in physical education: a mixed-method approach. International Journal of Environmental Research and Public Health, 18(1), 20.
  • Gil-Arias, A., Harvey, S., Cárceles, A., Praxedes, A., & Del Villar, F. (2017). Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. Plos One, 12(6), 17. https://doi.org/10.1371/journal.pone.0179876
  • Gil-Arias, A., Harvey, S., García-Herreros, F., Gonzalez-Víllora, S., Práxedes, A., & Moreno, A. (2021). Effect of a hybrid teaching games for understanding/sport education unit on elementary students' self-determined motivation in physical education. European Physical Education Review, 27(2), 366-383. https://doi.org/10.1177/1356336x20950174
  • Gómez, V. M., Salvador-García, C., Chiva-Bartoll, O., & Marave-Vivas, M. (2022). Analysis of the motivational climate in physical education from the use of the teaching games for understanding model. Retos-Nuevas Recreacion, (44), 1063-1072.
  • Gonzalez-Villora, S., Sierra-Díaz, M. J., Pastor-Vicedo, J. C., & Contreras-Jordan, O. R. (2019). The way to increase the motor and sport competence among children: the contextualized sport alphabetization model. Frontiers in Physiology, 10, 16. https://doi.org/10.3389/fphys.2019.00569
  • González-Víllora, S. (2021). Teaching Games for Understanding (TGfU). Enseñanza comprensiva del deporte. In A. Pérez-Pueyo., J. Hortigüela-Alcalá & J. Fernández-Río (Coords.), Modelos pedagógicos en Educación Física: qué, cómo, por qué y para qué. Universidad de León, (pp. 50-93).
  • Gouveia, E. R., Lizandra, J., Martinho, D. V., Franca, C., Ihle, A., Sarmento, H., Antunes, H., Correia, A.L., Lopes, H., & Marques, A. (2022). The impact of different pedagogical models on moderate-to-vigorous physical activity in physical education classes. Children-Basel, 9(12), 12. https://doi.org/10.3390/children9121790
  • Greve, S., Diekhoff, H., & Sussenbach, J. (2022). Learning soccer in elementary school: using teaching games for understanding and digital media. Frontiers in Education, 7, 5. https://doi.org/10.3389/feduc.2022.862798
  • Hernández, J., Castro, U., Cruz, H., Gil, G., Guerra, G., Quiroga, M., & Rodríguez, J. (2000). La iniciación a los deportes desde su estructura y dinámica. Aplicación a la educación física escolar y al entrenamiento deportivo. Inde.
  • Hernández, Y. (2015). Educar en valores a través de programas de deporte escolar: un estudio comparado entra la "union nationale du sport scolaire" (Francia) y los "campeonatos escolares en los IES de la comunidad de Madrid" (España) [Tesis Doctoral, Universidad Politécnica de Madrid].
  • Hoyos-Cuartas, L. A. (2012). Caracterización de los programas de deporte escolar en Bogotá. Análisis de los modelos didácticos utilizados para su enseñanza [Tesis Doctoral, Universidad de León].
  • Kirk, D., & MacPhail, A. (2002). Teaching games for understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of Teaching in Physical Education, 21(2), 177-192. https://doi.org/10.1123/jtpe.21.2.177
  • López, F. A., Velez, D. C., León, M. T. M., Ortin, N. U., & López, M. I. P. (2010). The methodology of teaching in team sports. Revista De Investigacion En Educacion, 7, 91-103.
  • López-Ros, V. (2016). El modelo integrado técnicotáctico de enseñanza deportiva. Origen, contextualización y características metodológicas. eJRIEPS, 38. https://doi.org/https://doi.org/10.4000/ejrieps.892
  • Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., . . . Grp, P.P. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4, 9. https://doi.org/10.1186/2046-4053-4-1
  • Morales-Belando, M. T., Calderon, A., & Arias-Estero, J. L. (2018). Improvement in game performance and adherence after an aligned TGfU floorball unit in physical education. Physical Education and Sport Pedagogy, 23(6), 657-671. https://doi.org/10.1080/17408989.2018.1530747
  • Paul, I. W., Philip, J. P., & Forrest, J. (2006). Teaching Games for Understanding (TGfU) in primary and secondary physical education. University of Wollongong.
  • Pearson, P., & Webb, P. (2008). Developing effective questioning in Teaching Games for Understanding (TGfU). (Paper Presentation). 1st Asian Pacific Sport in Education Conference., Adelaide.
  • Práxedes, A., González, R., del Villar, F., & Gil-Arias, A. (2021). Combining physical education and unstructured practice during school recess to improve the students' decision-making and execution. Retos Nuevas Tendencias En Educacion Fisica Deporte Y Recreacion, (41), 502-511.
  • Rojo, S. G. C., & de Diezmas, E. (2022). Bilingual Physical Education-CLIL through teaching games for understanding: comparative analysis of intrinsic satisfaction by age and gender. Retos-Nuevas Tendencias En Educacion Fisica Deporte Y Recreacion, (46), 458-466.
  • Salimin, N., Minhat, N., Elumalai, G., Shahril, M. I., & Guntur, Y. S. U. (2020). Cognitive development based on the volleyball gameplay in physical education. International Journal of Physiotherapy, 7(1), 42-46. https://doi.org/10.15621/ijphy/2020/v7i1/193673
  • Sánchez-Gómez, R., Devis-Devis, J., & Navarro-Adelantado, V. (2014). The Teaching Games for Understanding model in international and spanish context: an historical perspective. Agora Para La Educacion Fisica y El Deporte, 16(3), 197-213.
  • Thorpe, R., Bunker, D., & Almond, L. (1986). Rethinking games teaching. Department of Physical Education and Sport Science. University of Technology of Loughborough.
  • Úbeda-Colomer, J., Monforte, J., & Devis-Devis, J. (2017). Students' perception of a teaching games for understanding invasion games unit in physical education. Retos-Nuevas Recreacion, (31), 306-311.
  • Uria-Valle, P., & Gil-Arias, A. (2022). Design, apply and evaluation of hybrid units in Physical Education: A study based on selfdetermination theory. Retos-Nuevas Recreacion, (45), 245-258.
  • Wang, M., & Wang, L. J. (2018). Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students. Biomed Research International.
Data source: Dialnet