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Título: | A systematic review of teaching games for understanding intervention studies from a practice-referenced perspective |
Fecha de defensa / creación: | 27-oct-2021 |
Editorial: | Taylor & Francis Group |
Cita bibliográfica: | Research Quarterly for exercice and sport 2022, VOL. 93, Nº 4, 670–681 |
ISSN: | 0270-1367 2168-3824 |
Palabras clave: | Sport pedagog TGfU PETE teaching-learning contexts youth sport |
Resumen: | 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 practice-referenced 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 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. |
Autor/es principal/es: | Morales-Belando, Kirk, David María T. Arias-Estero, José L. |
Facultad/Departamentos/Servicios: | Facultades, Departamentos, Servicios y Escuelas::Departamentos de la UMU::Expresión Plástica, Musical y Dinámica |
URI: | http://hdl.handle.net/10201/129903 |
Tipo de documento: | info:eu-repo/semantics/article |
Número páginas / Extensión: | 35 |
Derechos: | info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivatives 4.0 Internacional |
Descripción: | ©2021. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Accepted, version of a Published Work that appeared in final form in Research Quarterly for Exercise and Sport. To access the final edited and published work see https://doi.org/10.1080/02701367.2021.1897066 |
Aparece en las colecciones: | Artículos: Expresión Plástica, Musical y Dinámica |
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