El Cuestionamiento Como Herramienta Fundamental Para El Desarrollo De La Toma De Decisiones De Los Alumnos en Educación Física

Gil, Vicente María Gaspar; Álvarez, Fernando del Villar; Pizarro, Alba Práxedes; Domínguez, Alberto Moreno

doi:10.22456/1982-8918.86547

Cited by 5 publications

(5 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the other hand, the application of questioning, as a methodological tool, has probably had a decisive influence on the results obtained, favouring cognitive development (Gréhaigne, Richard & Griffin, 2005) and consequently improving the decision-making (García-González, et al, 2014;Práxedes, et al, 2016a). In line with our results, Gaspar, Del Villar, Práxedes, Moreno (2019) obtained that the students who received the questioning when developing SSG improved their decision-making compared to those who did not.…”

Section: Discussionsupporting

confidence: 90%

Combining Physical Education and unstructured practice during school recess to improve the students’ decision-making and execution (Combinando las clases de Educación Física con práctica no estructurada durante los recreos para aumentar la toma de decisi

Práxedes¹,

González²,

Álvarez³

et al. 2021

Retos

View full text Add to dashboard Cite

The purpose of this study was to analyze the effect of a unit of basketball based on Teaching Games for Understanding model combined with a program of unstructured practice based on small-sided games (experimental group), in comparison to the only application of the unit (control group), on the decision-making and execution in Physical Education students. Participants were 31 students with ages between 12 and 14. The intervention was conducted over four weeks, developing eight PE lessons and eight school recess to unstructured practice. The decision-making and the execution of the pass action were measured by systematic observation, using the Game Performance Evaluation Tool instrument. Results showed in the experimental group, significantly higher values in post-test with respect to pre-test, in both variables (decison-making, p = .001; execution, p = .024). Regarding to the control group, these differences were found only in the decision-making (p = .021). Findings demonstrated that the joined application of a unit with unstructured practise is more effective to improve decision-making and skill execution that if students are expose only in the Physical Education lessons. Therefore, we recommend teachers promote opportunities to students to have experiences in school recess. Resumen: El propósito de este estudio fue analizar el efecto de una Unidad Didáctica de baloncesto basada en el modelo Enseñanza de los Juegos a través de la Comprensión, combinada con un programa de práctica no estructurada basado en juegos modificados (grupo experimental), en comparación con la aplicación únicamente de la Unidad Didáctica (grupo control), en la toma de decisiones y la ejecución en alumnos de Educación Física. Participaron 31 alumnos con edades entre 12 y 14 años. La intervención se realizó durante cuatro semanas, desarrollándose ocho clases de Educación Física y ocho recreos para la práctica no estructurada. La toma de decisiones y la ejecución fueron medidas a través de observación sistemática, usando el Instrumento de Evaluación del Rendimiento en el Juego. Los resultados mostraron en el grupo experimental, valores significativamente más altos en la evaluación final con respecto a la inicial, en ambas variables (toma de decisiones, p = .001; ejecución, p = .024).. Con respecto al grupo control, estas diferencias se encontraron solo en la toma de decisiones (p = .021). Los resultados demostraron que la aplicación conjunta de una Unidad Didáctica con práctica no estructurada es más efectiva para mejorar tanto la toma de decisiones como la ejecución de las habilidades, en vez de exponer a los alumnos solo a las clases de Educación Física. Por tanto, se recomienda que los profesores promuevan oportunidades de práctica en los recreos para los alumnos.

show abstract

Section: Discussionsupporting

confidence: 90%

Combining Physical Education and unstructured practice during school recess to improve the students’ decision-making and execution (Combinando las clases de Educación Física con práctica no estructurada durante los recreos para aumentar la toma de decisi

Práxedes¹,

González²,

Álvarez³

et al. 2021

Retos

View full text Add to dashboard Cite

show abstract

“…If we group the articles, we find that they are usually performed in three large blocks: (a) below 9 lessons; (b) between 12 and 16 lessons; and (c) above 18 lessons, all of them lasting between 40-60 min. In some cases, the total number of lessons includes an initial session and a final session, which serve as pre-and post-TGfU evaluations [38,46]. The first two blocks are where more research is recorded, which is consistent with the fact that all studies, except for Hortigüela-Alcalá and Hernando-Garijo [37] where an implementation was carried out in three consecutive units (24 lessons), were based on a single unit or part of it.…”

Section: Number Of Participants Educational Stage and Durationmentioning

confidence: 68%

“…In addition, we find several studies that compare the results obtained through the application of the TGfU model with other forms of learning, such as: the technical model [34,37], prescriptive feedback [46] or other comprehensive models, such as the Contextualized Sports Literacy Model (CSAM) [35]. They are even compared from a multidisciplinary perspective [57].…”

Section: Purpose and Resultsmentioning

confidence: 99%

“…These authors developed the TGfU model with the proposal of using games through understanding, developing tactical knowledge and improving problem solving through skill execution and decision making. Cognitive development is the main domain in the research of Chatzipanteli et al [53], Gil et al [46] and Slater and Butler [57], paying special attention to the knowledge acquired by students. For its part, motor development stands out in the studies of González-Víllora [36] and Wang and Wang [40], which provide results about physical and physiological performance, as well as levels of physical activity.…”

Section: Learning Outcomesmentioning

confidence: 99%

See 1 more Smart Citation

The Application of the Teaching Games for Understanding in Physical Education. Systematic Review of the Last Six Years

Barba-Martín

Bores-García

Hortigüela-Alcalá

et al. 2020

IJERPH

View full text Add to dashboard Cite

A systematic review of the research conducted on Teaching Games for Understanding in Physical Education in the last six years (2014–2019), updating and expanding with new categories the last published review by Harvey and Jarret in 2014. Four databases were used to select those articles that included information on the implementation of Teaching Games for Understanding in different educational stages. According to PRISMA guidelines and including the PICO strategy after the exclusion criteria, 12 articles were fully assessed based on eight criteria: (1) year and author; (2) country; (3) number of participants, educational level, and duration of implementation; (4) type of research; (5) curricular content; (6) purpose of the research; (7) most relevant results; and (8) learning environment. The results showed how research focuses on both primary and secondary education, primarily in short-term interventions. Quantitative, qualitative and mixed research is used almost equally, and dealt evenly with sports and games, leaving motor skills, physical abilities and body expression underrepresented. Regarding the goals of the studies, motor and cognitive learning were the most frequently assessed, focusing on improvement of game development, such as tactical aspects, decision-making, technical skills or level of physical activity. The implementation of the model is carried out in too short a time to achieve significant outcomes. This review can help researchers and practitioners conduct Teaching Games for Understanding intervention programs in primary and secondary Physical Education. They must be rigorous when they claim that they implement this pedagogical model in schools.

show abstract

“…The review carried out by Barba-Martín et al [50] focused on the Teaching Games for Understanding (TGFU) model and affirmed that the use of this methodology led to the improvement of some specific aspect of the performance and understanding of the game. Some authors confirmed improvements in cognitive development through the implementation of this model [51,52]. Interventions with cognitive components produce significant progress in cognitive functions and tactical skills [37].…”

Section: Discussionmentioning

confidence: 83%

Pedagogical Models in Alternative Invasion Team Sports: A Systematic Review

Calle,

Antúnez,

Ibáñez

et al. 2023

Sustainability

View full text Add to dashboard Cite

Alternative sports are a popular sport practice that is being developed in the educational context, and its usefulness and validity is beginning to be disseminated through scientific publications. There are no documents that analyse these sports modalities. This research aimed to analyse the scientific production of alternative invasion team sports indexed in the Web of Science and Scopus databases. The guidelines established by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) were followed. We studied variables grouped by contextual, procedural, and specific of alternative invasion team sports information. Seventy-one research studies published before 1 March 2023 were reviewed. A growth in the scientific literature was identified in the period 2004 to 2022. The predominant research approach was quantitative, where the most common designs were experiments and quasi-experiments. The most implemented sports were Floorball, Ultimate, and Korfball. They were oriented to a greater extent to the development of psychological factors, physical-motor factors, and values. The most-used pedagogical models were the Game-Centred Model and the Sports Education Model. Progress was generated by the practice itself and the use of these pedagogical models. The use of the hybridisation of the Self-Construction of Materials and Sports Education Model stood out, which favoured respect for the environment, education in sustainability, and prosocial behaviour. Sustainability becomes a fundamental objective in physical education classes. The scientific evidence of alternative invasion team sports is limited; therefore, the need to develop research on this topic of study is evident.

show abstract

El Cuestionamiento Como Herramienta Fundamental Para El Desarrollo De La Toma De Decisiones De Los Alumnos en Educación Física

Cited by 5 publications

References 6 publications

Combining Physical Education and unstructured practice during school recess to improve the students’ decision-making and execution (Combinando las clases de Educación Física con práctica no estructurada durante los recreos para aumentar la toma de decisi

Combining Physical Education and unstructured practice during school recess to improve the students’ decision-making and execution (Combinando las clases de Educación Física con práctica no estructurada durante los recreos para aumentar la toma de decisi

The Application of the Teaching Games for Understanding in Physical Education. Systematic Review of the Last Six Years

Pedagogical Models in Alternative Invasion Team Sports: A Systematic Review

Contact Info

Product

Resources

About