Improvement in game performance and adherence after an aligned TGfU floorball unit in physical education

Morales-Belando, María T.; Calderón, Antonio; Estero, José Luís Arias

doi:10.1080/17408989.2018.1530747

Cited by 43 publications

(76 citation statements)

References 27 publications

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“…In fact, previous literature has pointed out the influence that the model has on psychological variables related to youth’s choice of an active lifestyle. Morales-Belando et al [ 26 ] suggested that students involved in TGfU units perceive being active as more enjoyable than their peers participating in traditional PE units. Additionally, a link between participating in TGfU practices and increased motivation towards PA has been shown in different studies [ 23 , 26 ].…”

Section: Discussionmentioning

confidence: 99%

“…Morales-Belando et al [ 26 ] suggested that students involved in TGfU units perceive being active as more enjoyable than their peers participating in traditional PE units. Additionally, a link between participating in TGfU practices and increased motivation towards PA has been shown in different studies [ 23 , 26 ]. Furthermore, TGfU has been widely linked with positive effects on perceived competence [ 23 ] and moderate-to-vigorous PA (MVPA) levels [ 29 ].…”

Section: Discussionmentioning

confidence: 99%

“…The body of research on the implementation of TGfU in PE is extensive. TGfU-based interventions carried out in different PE settings have shown the model’s positive impact on tactical awareness [ 25 ], decision making, enjoyment, and intention to be active [ 26 ], motivation and perceived competence [ 23 ], academic performance and literacy [ 27 ], movement skills [ 28 ], or PA levels [ 29 ]. Despite its widespread use in school PE, and although several studies have suggested that TGfU may not only trigger a significant development of the cognitive domain but also stimulate moderate-to-vigorous PA levels and higher motivation towards active lifestyles, the assessment of how TGfU school units influence physical fitness remains only marginally explored [ 30 ].…”

Section: Introductionmentioning

confidence: 99%

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Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?

Cocca

Baca

Cruz

et al. 2020

IJERPH

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Teaching Games for Understanding (TGfU) is one of the pedagogical models used for increasing health through physical education (PE), being associated with several psychological benefits. However, only few studies have studied the effect of TGfU on physical fitness. This study aims at assessing the changes in students’ physical fitness after a six-month TGfU-based program with primary school children. A total of eight schools from the state of Sonora (Mexico) were randomly distributed into experimental (EG) and control group (CG). The final sample consisted of 188 pupils (100 boys, 88 girls; age = 10.22 ± 0.76 years) from the 5th and 6th grade. Employing a quasi-experimental design, physical fitness was assessed by means of the Eurofit test battery. At post-test, EG obtained significantly higher scores than CG in flexibility, abdominals, speed (p < 0.001), handgrip (p = 0.002), low-limb power (p = 0.032), and cardiorespiratory fitness (p = 0.048). Our findings suggest that TGfU can be a valid alternative to traditional methodologies not only when the aim of a PE unit is to stimulate the cognitive domain, but also for the development of physical fitness attributes that may help pupils develop in a comprehensive manner.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?

Cocca

Baca

Cruz

et al. 2020

IJERPH

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“…Estudos envolvendo o floorball (Morales-Belando, Calderón & Arias-Estero, 2018) e o handebol (Ferreira, Graça, Estriga, & Cruz, 2018;Mazzardo et al, 2020) apresentaram importantes perspectivas da aplicação do TGfU. Partindo dos conceitos abordados nas seções anteriores sobre os princípios e regras de ação (Bayer, 1994;Gréhaigne & Godbout, 1995), sobre a estrutura da aula no TGfU (Bunker & Thorpe, 1986), sobre os princípios do TGfU (Holt et al, 2002) e sobre o papel do professor no TGfU (Turner & Martinek, 1995), apresenta-se o cenário hipotético a seguir, com a intenção de transportar os conceitos para o campo prático.…”

Section: Contexto De Aplicação Práticaunclassified

Perspectiva de ensino-aprendizagem dos princípios de ação e das regras de ação nos esportes coletivos de invasão

Menezes

2021

PensarMov.

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Este estudo teve como objetivo apresentar as principais características do Teaching Games for Understanding (TGfU), contextualizar os princípios e as regras de ação inerentes às fases do jogo e apresentar um cenário hipotético de aplicação desses conceitos. Os esportes coletivos de invasão são constituídos por princípios e regras de ação que balizam os comportamentos tático-técnicos dos jogadores e a organização da aula ou sessão de treinamento pelo professor/treinador. A mudança de paradigma no ensino dos esportes coletivos (do tecnicismo ao ensino por meio de jogos) proposta por modelos que se apoiam no jogo, como o TGfU, foi importante por considerar o aluno no centro do processo de ensino-aprendizagem e promover a construção do conhecimento em contextos complexos. O TGfU, em específico, pauta-se nos princípios e regras de ação para a organização da aula, assim como propõe perguntas norteadoras para desenvolver a capacidade de tomada de decisão dos alunos. Assim sendo, o cenário hipotético proposto neste ensaio após as reflexões sobre os princípios e regras de ação permite que o professor/treinador vislumbre a aplicação desses de maneira congruente aos princípios do TGfU.

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“…On top of that, in spite of the fact that MsBP shared common features, such as the acquisition of motor and sport competences , they are divided according to their specific contents and didactic strategies that reinforce important aspects of the sport literacy. Hence, MsBP based on the teaching tactical/technical intelligence of the game, such as the Teaching Games for Understanding (TGfU; Morales-Belando et al, 2018), are included in the Games-Centred Approach (GCA; Harvey and Jarrett, 2014). According to Pill (2016), this framework is mainly composed by some modifications of Small-Sided and Conditioned Games (SSCGs) to emphasize a particular tactical and motor skill learning inside the game, as well as a to promote critical thinking by using discovery style through questions promoted by the teachers/coaches.…”

Section: Introductionmentioning

confidence: 99%

The Way to Increase the Motor and Sport Competence Among Children: The Contextualized Sport Alphabetization Model

et al. 2019

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There is a concern to implement games that will be able to increase the students’ motor and sport competence during the sport contents in Physical Education. Some games encompassed in Models-Based Practice (MsBP) are more beneficial for physical and physiological development than others. The main purpose of this study is to compare the degree of physical and physiological performance in several futsal games that have been implemented through two MsBP: the Teaching Games for Understanding (TGfU) and the Contextualized Sport Alphabetization Model (CSAM). The second objective is to analyze the relationship between physical and physiological variables. A quasi-experimental and cross-sectional study with pre- and post-test evaluations had been carried out. The sample was composed of 112 Primary Education students from First to Sixth grade (9.35 ± 1.76 years). Polar Team Pro ® technology was implemented to compare and analyze the physical and physiological variables. Data was analyze comparing both models with a two-step cluster model. Afterward, Student’s t -test was executed to compare the progression of both models. Besides, two-level multilevel model (MANOVA-ANOVA, followed by MANCOVA- ANCOVA) were also executed by means of applying a 4 versus 4 Small-Sided and Conditioned Game (SSCG). Finally, Pearson correlation between physical and physiological variables was calculated. Results showed that physical and physiological performance was higher in CSAM groups. In this regard, throughout the intervention of both models, results showed significant differences in physical and physiological variables at SSCGs implemented in the CSAM over the games implemented during the TGfU. Additionally, multilevel and MANCOVA post-test analyses shows significant differences in the physical and physiological performance during the post-test 4 vs. 4 SSCG at the CSAM students, in contrast to the TGfU students ( p < 0.001). These results demonstrate that both physical (e.g., distance covered) and physiological performance (e.g., Edwards’ TRIMP) are significantly higher during CSAM in contrast to TGfU. Moreover, relationship between physical and physiological variables help teachers to adapt sessions to the features of the context.

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Improvement in game performance and adherence after an aligned TGfU floorball unit in physical education

Cited by 43 publications

References 27 publications

Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?

Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?

Perspectiva de ensino-aprendizagem dos princípios de ação e das regras de ação nos esportes coletivos de invasão

The Way to Increase the Motor and Sport Competence Among Children: The Contextualized Sport Alphabetization Model

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