Scientific production on the application of comprehensive models in net sports: a systematic review
DOI:
https://doi.org/10.47197/retos.v52.102247Keywords:
TGfU, Game Sense, Tactical Games Approach, Teaching, Internal Logic, Motor Praxiology, Motor Conduct, Motor Action TheoryAbstract
The aim of this systematic review was to analyze the scientific production on the effects of the application of comprehensive models on dimensions of Motor Conduct in net sports. Following the PRISMA criteria, this review only considered applied studies on net sports written in English, Spanish or Portuguese in SportDiscuss, Scopus, ERIC and Web of Science databases, published between 2011 and 2021. A total of 12 articles that met the inclusion criteria were included in this analysis. The studies encompassed affective, cognitive, and organic dimensions, but no articles were identified pertaining to the relational dimension. Findings revealed that comprehensive models positively influenced the cognitive dimension, enhancing decision-making and tactical understanding compared to traditional teaching methods. Additionally, in the organic dimension, comprehensive models demonstrated significant improvements in skill execution, while in the affective dimension, they fostered positive outcomes related to motivation and enjoyment. However, the link between affective, organic and relational dimensions with game understanding process and decision-making improvement in net sports remains unexplored.
Keywords: TGfU. Game Sense. Tactical Games Approach. Teaching. Internal Logic. Motor Praxiology. Motor Conduct. Motor Action Theory.
References
Abad-Robles, M. T., Collado-Mateo, D., Fernández-Espínola, C., Castillo-Viera, E., & Giménez-Fuentes-Guerra, F. J. (2020). Effects of Teaching Games on Decision Making and Skill Execution: A Systematic Review and Meta‐Analysis. https://doi.org/10.3390/ijerph17020505
Almond, L. (2015). Rethinking Teaching Games for Understanding. Agora para la educación física y el deporte, 1, 15–25.
Batez, M., Petrušič, T., Bogataj, Š., & Trajković, N. (2021). Effects of teaching program based on teaching games for understanding model on volleyball skills and enjoyment in secondary school students. Sustainability (Switzerland), 13(2), 1–7. https://doi.org/10.3390/su13020606
Butler, J. (1997). How Would Socrates Teach Games? A Constructivist Approach. Journal of Physical Education, Recrea-tion & Dance, 68(9), 42–47. https://doi.org/10.1080/07303084.1997.10605029
Chatzipanteli, A., Digelidis, N., Karatzoglidis, C., & Dean, R. (2014). A tactical-game approach and enhancement of metacognitive behaviour in elementary school students. Physical Education and Sport Pedagogy, 21(2), 169–184. https://doi.org/10.1080/17408989.2014.931366
Chu, T. L. (Alan), & Zhang, T. (2018). Motivational processes in Sport Education programs among high school stu-dents: A systematic review. European Physical Education Review, 24(3), 372–394. https://doi.org/10.1177/1356336X17751231
Clark, M. E., McEwan, K., & Christie, C. J. (2019). The effectiveness of constraints-led training on skill development in interceptive sports: A systematic review. International Journal of Sports Science & Coaching, 14(2), 229–240. https://doi.org/10.1177/1747954118812461
Clemente, F. M. (2012). Princípios Pedagógicos dos Teaching Games for Understanding e da Pedagogia Não-Linear no Ensino da Educação Física. Movimento, 315–335. https://doi.org/10.22456/1982-8918.27495
Contreras-Jordán, O. R., García, L. M. L., Campo, D. G. D. del, Díaz, M. S. del V., & Rubio, R. M. A. (2007). Ini-ciación a los deportes de raqueta. La enseñanza de los deportes de red y muro desde un enfoque constructivista. Paidotribo. https://dialnet.unirioja.es/servlet/libro?codigo=274426
Davids, K., Araújo, D., Seifert, L., & Orth, D. (2015). Expert Performance in Sport. In J. Baker (Ed.), Routledge Hand-book of Sport Expertise (1st ed., pp. 130–144). Routledge. https://doi.org/10.4324/9781315776675-12
Dyson, B., & Grineski, S. (2001). Using Cooperative Learning Structures in Physical Education. Journal of Physical Edu-cation, Recreation & Dance, 72(2), 28–31. https://doi.org/10.1080/07303084.2001.10605831
Fagundes, F. M., & Ribas, J. F. M. (2020). Princípios pedagógicos do modelo teaching games for understanding: Uma visão praxiológica sobre o ensino para compreensão do esporte. Motrivivência, 32(62), 01–22. https://doi.org/10.5007/2175-8042.2020e67040
Fernández-Espínola, C., Abad Robles, M. T., & Giménez Fuentes-Guerra, F. J. (2020). Small-Sided Games as a Methodological Resource for Team Sports Teaching: A Systematic Review. International Journal of Environmental Re-search and Public Health, 17(6), E1884. https://doi.org/10.3390/ijerph17061884
García-Castejón, G., Camerino, O., Castañer, 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 Responsi-bility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods. Children, 8(7), Article 7. https://doi.org/10.3390/children8070573
García-González, L., Abós, Á., Diloy-Peña, S., Gil-Arias, A., & Sevil-Serrano, J. (2020). Can a Hybrid Sport Educa-tion/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Exami-nation into a Set of Motivation-Related Variables. Sustainability, 12(15), 6170. https://doi.org/10.3390/su12156170
Gil-Arias, A., Claver, F., Práxedes, A., Villar, F. D., & Harvey, S. (2018). Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understand-ing/sport education unit. European Physical Education Review, 26(1), 36–53. https://doi.org/10.1177/1356336X18816997
Gil-Arias, A., Diloy-Peña, S., Sevil-Serrano, J., García-González, L., & Abós, Á. (2021). A Hybrid TGfU/SE Volley-ball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. International Jour-nal of Environmental Research and Public Health, 18(1), 110. https://doi.org/10.3390/ijerph18010110
Graça, A., & Mesquita, I. (2007). A investigação sobre os modelos de ensino dos jogos desportivos. Revista Portuguesa de Ciências do Desporto, 7(3), 22.
Hodges, M., Wicke, J., & Flores-Marti, I. (2018). Tactical Games Model and Its Effects on Student Physical Activity and Gameplay Performance in Secondary Physical Education. Physical Educator, 75(1), 99–115. https://doi.org/10.18666/TPE-2018-V75-I1-7551
Huhtiniemi, M., Sääkslahti, A., Watt, A., & Jaakkola, T. (2019). Associations among Basic Psychological Needs, Mo-tivation and Enjoyment within Finnish Physical Education Students. Journal of Sports Science & Medicine, 18(2), 239–247.
Kinnerk, P., Harvey, S., MacDonncha, C., & Lyons, M. (2018). A Review of the Game-Based Approaches to Coach-ing Literature in Competitive Team Sport Settings. Quest, 70(4), 401–418. https://doi.org/10.1080/00336297.2018.1439390
Kirk, D., Brooker, R., & Braiuka, S. (2000). Teaching Games for Understanding: A Situated Perspective on Student Learning. https://eric.ed.gov/?id=ED442761
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
Lacasa Claver, E., Salas Santandreu, C., & Torrents Martin, C. (2021). Pádel: Una mirada compleja, dinámica y no lineal en la iniciación deportiva y el entrenamiento (Paddle-tennis: a complex, dynamic and non-linear approach for teaching-learning processes and training). Retos, 41, 354–361. https://doi.org/10.47197/retos.v0i41.81320
Lavega, P., Aráujo, P., & Jaqueira, A. R. (2013). Teaching motor and emotional competencies in university students. (Enseñar competencias motrices y emocionales en estudiantes universitarios). Cultura, Ciencia y Deporte, 5–15. https://doi.org/10.12800/ccd.v8i22.219
Lavega-Burgués, P. (2007). El juego motor y la pedagogía de las conductas motrices motor games and pedagogy of motor conducts. Conexões, 5(1), Article 1. https://doi.org/10.20396/conex.v5i1.8637977
Lavega-Burgués, P. (2018). EDUCAR CONDUCTAS MOTRICES. RETO NECESARIO PARA UNA EDUCACIÓN FÍSICA MODERNA. Acción Motriz, 20(1), Article 1.
Lavega-Burgués, P., Luchoro-Parrilla, R. A., Serna, J., Salas-Santandreu, C., Aires-Araujo, P., Rodríguez-Arregi, R., Muñoz-Arroyave, V., Ensenyat, A., Damian-Silva, S., Machado, L., Prat, Q., Sáez de Ocáriz, U., Rillo-Albert, A., Martín-Martínez, D., & Pic, M. (2020). Enhancing Multimodal Learning Through Traditional Sporting Games: Marro360°. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01384
Liu, H., Wang, W., He, Y., & Hastie, P. (2020b). The Impact of Play Practice on Chinese Physical Education Pre-Service Teachers Badminton Content Knowledge. The Asian Journal of Kinesiology, 22(3), 7. https://doi.org/10.15758/ajk.2020.22.3.17
Liu, H., Wang, W., Zhang, C., & Hastie, P. A. (2020a). College Students’ Development of Badminton Skills and Tac-tical Competencies Following Play Practice. Journal of Teaching in Physical Education, 40(2), 284–292. https://doi.org/10.1123/jtpe.2019-0292
Lockwood, C., Munn, Z., & Porritt, K. (2015). Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence-Based Healthcare, 13(3), 179–187. https://doi.org/10.1097/XEB.0000000000000062
Maher, C. G., Sherrington, C., Herbert, R. D., Moseley, A. M., & Elkins, M. (2003). Reliability of the PEDro scale for rating quality of randomized controlled trials. Physical Therapy, 83(8), 713–721.
Martínez-Santos, R., Founaud, M. P., Aracama, A., & Oiarbide, A. (2020). Sports Teaching, Traditional Games, and Understanding in Physical Education: A Tale of Two Stories. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.581721
Martín-Martínez, D., Lavega-Burgués, P., Salas-Santandreu, C., Duran-Delgado, C., Prat, Q., Damian-Silva, S., Ma-chado, L., Aires-Araujo, P., Muñoz-Arroyave, V., Lapuente-Sagarra, M., Serna, J., & Pic, M. (2021). Relation-ships, Decisions, and Physical Effort in the Marro Traditional Sporting Game: A Multimodal Approach. Internation-al Journal of Environmental Research and Public Health, 18(20), Article 20. https://doi.org/10.3390/ijerph182010832
Memmert, D., & Harvey, S. (2008). The Game Performance Assessment Instrument (GPAI): Some Concerns and Solutions for Further Development. Journal of Teaching in Physical Education, 27(2), 220–240. https://doi.org/10.1123/jtpe.27.2.220
Menezes-Fagundes, F., Ribas, J. F. M., Salas-Santandreu, C., & Lavega-Burgués, P. (2021). Teaching for understand-ing the internal logic of sports: A perspective based on Teaching Games for Understanding and Motor Praxiology. Movimento, 27. https://doi.org/10.22456/1982-8918.116643
Miller, A. (2015). Games Centered Approaches in Teaching Children & Adolescents: Systematic Review of Associated Student Outcomes. Journal of Teaching in Physical Education, 34(1), 36–58. https://doi.org/10.1123/jtpe.2013-0155
Muñoz-Arroyave, V., Pic, M., Luchoro-Parrilla, R., Serna, J., Salas-Santandreu, C., Damian-Silva, S., Machado, L., Rodríguez-Arregi, R., Prat, Q., Duran-Delgado, C., & Lavega-Burgués, P. (2021). Promoting Interpersonal Rela-tionships through Elbow Tag, a Traditional Sporting Game. A Multidimensional Approach. Sustainability, 13(14), Article 14. https://doi.org/10.3390/su13147887
Nathan, S. (2016). Badminton instructional in Malaysian schools: A comparative analysis of TGfU and SDT pedagogi-cal models. SpringerPlus, 5(1), 1215. https://doi.org/10.1186/s40064-016-2872-3
Ortiz Gómez, O. R., Nuñez Enriquez, O., Candía Luján, R., Nájera Longoria, R. J., Valenzuela Jurado, F., & Santos Sambrano, G. (2023). Teaching Games for Understanding (TGfU) un método de enseñanza comprensiva en edu-cación física: Revi-sión Sistemática de los últimos 5 años (Teaching Games for Understanding (TGfU) as compre-hensive teaching method in physical education: System-atic review of the last 5 years). Retos, 48, 374–379. https://doi.org/10.47197/retos.v48.97137
Ortiz, M., Meroño, L., Morales-Belando, M. T., Vaquero-Cristóbal, R., & González-Gálvez, N. (2023). Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial. Children, 10(3), 573. https://doi.org/10.3390/children10030573
Ouellette, J. (2004). A Message from NASPE Sport Structures: Principles of Play for Soccer. Strategies, 17(3), 26–26. https://doi.org/10.1080/08924562.2004.10591082
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Parlebas, P. (2001). Juegos, deporte y sociedades: Léxico de praxiología motriz (1a ed., 2a reimp.). Paidotribo.
Parlebas, P. (2020). The Universals of Games and Sports. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.593877
Renshaw, I., Araújo, D., Button, C., Chow, J. Y., Davids, K., & Moy, B. (2016). Why the Constraints-Led Approach is not Teaching Games for Understanding: A clarification. Physical Education and Sport Pedagogy, 21(5), 459–480. https://doi.org/10.1080/17408989.2015.1095870
Rillo-Albert, A., Lavega-Burgués, P., Prat, Q., Costes, A., Muñoz-Arroyave, V., & Sáez de Ocáriz, U. (2021). The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model. International Journal of Environmental Research and Public Health, 18(3), Article 3. https://doi.org/10.3390/ijerph18031071
Rocha, A. C. R., Castro, H. de O., Freire, A. B., Faria, B. C., Mitre, G. P., Fonseca, F. de S., Lima, C. O. V., & Costa, G. D. C. T. (2020). Analysis of the small-sided games in volleyball: An ecological approach. Revista Brasileira de Cineantropometria & Desempenho Humano, 22, e70184. https://doi.org/10.1590/1980-0037.2020v22e70184
Rocha, A. C. R., Freire, A. B., Silva Junior, A. B. da, Martins, L. R., Maia, M. P., Mitre, G. P., Castro, H. de O., & Costa, G. D. C. T. (2020a). How context influences the tactical-technical behavior of learners: The case of volley-ball. Revista Brasileira de Cineantropometria & Desempenho Humano, 22, e59461. https://doi.org/10.1590/1980-0037.2020v22e59461
Sarruge, C. L., Ginciene, G., & Impolcetto, F. M. (2020). Teaching the logic of volleyball: A proposal from Teaching Games for Understanding and the use of technologies. Movimento (ESEFID/UFRGS), 26, e26006. https://doi.org/10.22456/1982-8918.90766
Serna, J., Arroyave, V. M., Burgués, P. L., & Llanes, J. M. (2022). Decisional analysis of finishing in basketball. Cultu-ra, Ciencia y Deporte, 17(53), Article 53. https://doi.org/10.12800/ccd.v17i53.1896
Sgrò, F., Coppola, R., Schembri, R., & Lipoma, M. (2021). The effects of a tactical games model unit on students’ volleyball performances in elementary school. European Physical Education Review, 27(4), 1000–1013. https://doi.org/10.1177/1356336X211005806
Shen, Y., & Shao, W. (2022). Influence of Hybrid Pedagogical Models on Learning Outcomes in Physical Education: A Systematic Literature Review. International Journal of Environmental Research and Public Health, 19(15), Article 15. https://doi.org/10.3390/ijerph19159673
Thorpe, R., Bunker, D., & Almond, L. (1986). Rethinking games teaching. Loughborough: University of Technology.
Tufanaru C, Munn Z, Aromataris E, Campbell J, Hopp L. (2020). Systematic reviews of effectiveness. In: Aromataris E, Munn Z (Editors). https://jbi-global-wiki.refined.site/space/MANUAL/4688621/Chapter+3%3A+Systematic+reviews+of+effectiveness
Zhang, P., Ward, P., Li, W., Sutherland, S., & Goodway, J. (2012). Effects of Play Practice on Teaching Table Tennis Skills. Journal of Teaching in Physical Education, 31(1), 71–85. https://doi.org/10.1123/jtpe.31.1.71
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Retos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.