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

Abstract

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.

Gaelic4Girls—The Effectiveness of a 10-Week Multicomponent Community Sports-Based Physical Activity Intervention for 8 to 12-Year-Old Girls

“…Previous research studies utilizing the TGfU approach have proven successful in terms of increasing PA among children and adolescents in both school and community sports-based contexts [ 70 , 71 ]. Other pedagogical instructional models in teaching and coaching can be effective in increasing the short- [ 72 , 73 , 74 ] and long-term [ 75 , 76 ] PA levels of children and adolescents. Previous pedagogical strategy interventions have produced a mean PA increase of 6.27% in children’s MVPA during physical education lessons, with intervention groups spending 14% more time in the desired PA intensity when compared to control groups [ 77 ].…”

Neuroeducation, Motivation, and Physical Activity in Students of Physical Education

“…Thus, gamification could be an interesting didactic methodology with an attractive factor for students. The second manuscript, by Barba-Martín et al [ 2 ], is a systematic review about teaching games in physical education (TGPE) between 2014 and 2019. Four databases were used to select manuscripts related to TGPE, with a total of 12 articles which met the eight criteria selected.…”

La enseñanza de las actividades físicas de incertidumbre ambiental en Educación Física: en busca de una performance inteligente para los jugadores de la naturaleza

“…Este interés por una performance inteligente ha impulsado una discusión metodológica sobre cómo superar el enfoque reproductivo imperante en la EF, a todas luces incompatible con comportamientos motrices inteligentes (Moy et al, 2014). Este debate ha puesto el foco en el modelo TGfU y sus variantes como enfoques propicios para formar jugadores inteligentes en la práctica de juegos deportivos, tal y como vienen confirmando las revisiones sobre esta temática (Barba et al, 2020). Con el tiempo, el modelo TGfU ha sido visto como una "buena pedagogía" capaz de promover la performance inteligente también "más allá de los games" para los que fue pensado inicialmente (Light, 2014, ÁGORA PARA LA EDUCACIÓN FÍSICA Y EL DEPORTE, 22, 2020, 296-319 ISSN: 1989-7200 p.10).…”