A Systematic Review of Teaching Games for Understanding Intervention Studies From a Practice-Referenced Perspective

Abstract

According to the theory of practice architecture, every practice enacted in classrooms is a result of interaction between social, physical and spatial elements. In relation, from a practicereferenced perspective, it is necessary to know which teaching-learning implementation features could help teachers/coaches/researchers to assemble Teaching Games for Understanding (TGfU) interventions in relation to the institutional environment. Purpose: This review aimed to explore from a practice-referenced perspective how TGfU researchers reported their interventions based on the teaching-learning implementation features (intervention design as a function of the context, intervention length, lesson content, basic lesson elements, lesson alignment, teacher/coach experience with the approach, and lesson validation and treatment verification) and their association with learners' outcomes. Results: We found 20 studies that included some of the teaching-learning implementation features, but none of the studies included all of these features.We also found that studies of TGfU measured and reported learners' outcomes in a variety of ways. This creates difficulties for drawing conclusions about the relationships between the presence of teaching-learning implementation features and student learning outcomes. Conclusion: Further TGfU interventions should be planned to consider the following: (a) that lessons need to be designed as a function of the context; (b) the number of intervention lessons, their duration and the duration of each lesson task; (c) the concrete tactical and technique contents and goals per lesson; (d) the modified games, questions and achievable challenges as basic lesson elements; (e) the alignment between the basic lesson elements and the structure of lessons, based on the goals of each lesson; (f) that teachers/coaches need to have previous SYSTEMATIC REVIEW OF TGfU 2 experience in TGfU and be trained on the specific study purpose; (g) that lessons should be validated before implementation and verified during intervention; (h) researchers should regulate the ways in which learners' outcomes are measured and reported within TGfU studies.

Developing a Basketball Learning Model Using the Teaching Game for Understanding (TGfU) Approach to Improve the Effectiveness of HOTS in Elementary Schools

“…This research is in line with the results of a study by (Barquero-Ruiz et al, 2021;Morales-Belando et al, 2021) which has given a positive response or as expected to the TGFU model where the level of suitability of the response reaches the very good category, both for aspects of the learning approach that have fulfilled the elements of active, innovative, creative, effective and psychomotor learning. Research (Bracco et al, 2019;Heemsoth et al, 2022) provides research recommendations that the response to this TGFU model believes that this TGFU model is very suitable for the objectives of physical education learning where the level of suitability of the response reaches above 75%.…”

“…Based on the results of data analysis and hypothesis testing that has been carried out by the TGFU model regarding students' Higher Order Thinking Skills (HOTs), this study is in line with the results of research by (García-López et al, 2019;Gil-Arias et al, 2020;Morales-Belando et al, 2021) that can improve the passing ability of elementary school students' sports and extracurricular learning. This shows that the basic concept of playing through the TGFU model has considerable effectiveness on the learning outcomes of basic technical training in sports and extracurricular learning.…”

“…Teachers are expected to choose suitable lessons such as the TGfU approach to teaching students the game of basketball. According to (Morales-Belando et al, 2021), TGfU is designed to focus on developing tactical decision-making within a game framework. Besides that, the TGfU approach can also increase HOTS and reduce bullying behavior (Barquero-Ruiz et al, 2021;Harvey et al, 2018;Wood, 2017).…”

Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial

“…Nevertheless, this study included all the Game-Based Approaches (Teaching Games for Understanding, Tactical Games Approach, Technical–tactical model with an emphasis on orientation to tactical, Teaching Games for Understand revised and Game approach) and only analyzed two variables (decision making and skill execution). Authors such as Morales-Belando et al [ 39 ] also developed a systematic review of TGfU studies, but they did so from a practice-referenced perspective to explore how TGfU researchers designed their interventions based on the teaching–learning implementation features (intervention design as a function of the context, intervention length, lesson content, basic lesson elements, lesson alignment, teacher/coach experience with the approach, and lesson validation and treatment verification) and their association with learners’ outcomes. The results found that studies on TGfU measured and reported learners’ outcomes in a variety of ways, being difficult to draw clear conclusions about the relationships between the variables of the teaching–learning process.…”

How to understand sports and traditional games and how to apply it to physical education. On the “Goal of Game”

“…Teaching Games for Understanding approach (TGfU) is notable because some merits. Its progressive diffusion in physical education (PE) (1,2) has led to a substantial bibliography for practical application, theoretical foundations, and research (3)(4)(5)(6)(7).…”