1 |
Corrêa et al., 20041717 Corrêa UC, Silva AS, Paroli R. Efeitos de diferentes metodos de ensino na aprendizagem do futebol de salao. Motriz2004;10(2):79-88. |
FT |
12 |
SC |
12.6 (± 1.8) |
Four experimental groups: parts, situational, tactical and whole. |
Involvement in the game, DM, skill execution, support and overall performance. |
Considering futsal learning, the results showed that the female subjects who had learned under the whole method improved in all the variables assessed, and that those who had learned under the part method improved their involvement in the game. The male individuals showed no effect with regard to the different teaching methods. |
2 |
Morales, Greco, 20071818 Morales JCP, Greco PJ. A influência de diferentes metodologias de ensino-aprendizagem-treinamento no basquetebol sobre o nível de conhecimento tático processual. Ver Bras Educ Fís Esporte 2007;21(4):291-299. Doi: 10.1590/S1807-55092007000400004 https://doi.org/10.1590/S1807-5509200700...
|
BB |
50 |
ATs |
11.14 (± 0.8) |
Situational Method (SM)/Global Method (GM); Situational Method /Mixed Method (MM); Analytical Method (AM) |
TLT and PTK Processes. SM+GM=18 sessions/ SM+MM=14 sessions/ AM=18 sessions. |
Concerning PTK performance level, it was confirmed that the global-situational method (GS) provided an opportunity to improve the parameters of offering and orienting oneself, besides recognizing convergent spaces. It can be said that the GS method positively contributed for the development of the participants' tactical intelligence. In addition, TLT methods based on traditional methodologies (mixed and analytical) are not interesting alternatives for initiation into sports. |
3 |
MacPhail et al., 20081919 MacPhail A, Kirk D, Griffin L. Throwing and catching as relational skills in game play: Situated learning in a modified game unit. JTPE2008:27(1):100-115. Doi: 10.1123/jtpe.27.1.100 https://doi.org/10.1123/jtpe.27.1.100...
|
BB |
12 |
SC |
9 to 10 |
Tactical Games Model (TGM) - Teaching Games for Understanding (TGfU) |
Skills - throwing and passing |
The examination of the physical-perceptive and social-interactive dimensions of situational learning through TGM and TGfU showed that two fundamental skills for students in the early stages of learning to play a ball game, that is, throwing and passing, are complex, relational and interdependent. |
4 |
Pinho et al., 20102020 Pinho ST, Alves DM, Greco PJ, Schild JFG. Método situacional e sua influência no conhecimento tático processual de escolares. Motriz:rev educ fís 2010;16(3):580-590. Doi: 10.5016/1980-6574.2010v16n3p580 https://doi.org/10.5016/1980-6574.2010v1...
|
HB |
18 |
SC |
10 to 12 |
Situational Method x Traditional Method |
PTK |
The results confirmed improvement in PTK for the group under situational method, whereas the traditional method group did not show significant improvement in any of the parameters assessed. |
5 |
Ricci et al., 20112121 Ricci GS, Baldy HHR, Menezes RP, Dechechi CJ, Ramari C. Avaliação da aprendizagem do handebol por jovens entre 11 e 14 anos a partir do método situacional. Pensar Prát 2011;14(1):1-18. Doi: 10.5216/rpp.v14i1.6673 https://doi.org/10.5216/rpp.v14i1.6673...
|
HB |
32 |
SC |
11 to 14 |
Situational Method |
Tactical/technical skills |
The results showed improvement regarding the players' tactical skill and the maintenance of their technical skill, which shows the effectiveness of the method for the game tactical learning. In addition, it is evident that the situational method enabled the students to learn the game incidentally, without stress to improve technique. |
6 |
Taşkin et al., 20112222 Taşkin M, Pepe H, Taşkin C, Gevat C, Taşkin H. The effect of concept maps in teaching sportive technique. Procedia Soc Behav Sci 2011;11:141-144. Doi: 10.1016/j.sbspro.2011.01.049 https://doi.org/10.1016/j.sbspro.2011.01...
|
+ than 1 |
6 |
USs |
23.12 (± 1.82) |
Conceptual Maps and Traditional Method |
Effect of conceptual maps in teaching sport technique. |
In the experimental group, the technique was trained by applying the traditional method and conceptual maps; the control group was trained only with the traditional method. Considering time, both groups showed significant differences in the variables assessed with the test. |
7 |
Balakrishnan et al., 20112323 Balakrishnan M, Rengasamy S, Aman MS. Effect of Teaching Games for Understanding Approach on Students’ Cognitive Learning Outcome. WASET2011;77:961-963. |
HB |
4 weeks |
SC |
10 |
TGfU and Traditional Method |
Understanding of the game and DM |
The results showed a significant difference between the TGfU group and the group under traditional teaching when considering the time effect, which suggests the importance of TGfU in improving the understanding of the game and DM of beginners in the handball modality. |
8 |
Psotta & Martin, 20112424 Psotta R, Martin A. Changes in decision-making skill and skill execution in soccer performance: The intervention study. Acta Gymnica 2011;41(2):7-15. Doi: 10.5507/ag.2011.008 https://doi.org/10.5507/ag.2011.008...
|
FB |
10 |
ATs |
20.9 (± 0.7) |
Tactical Model and Techcnical Model |
DM and skill execution |
The skill execution index and the DM index resulted in significantly higher values when considering the time effect. The study showed that instructional models with dominant tactical-technical tasks might result in significant improvement of both, DM and skill execution performance in young adult individuals under implicit learning. |
9 |
Lima et al., 20122525 Lima COV, Matias CJAS, Greco PJ. O conhecimento tático produto de métodos de ensino combinados e aplicados em sequências inversas no voleibol. Rev. Bras. Educ. Fís. Esporte2012;129-147. |
VB |
30 |
SC |
12 to 14 |
Situational Method and Traditional Method |
DTK and PTK |
The study consisted of two groups: one under the situational-traditional method (STG) and another under the traditional method (TG). At the end of 15 sessions, the method was inverted and the same number of sessions was performed. The results showed that the sequence of trainings referring to the STG provided significant improvement regarding the players’ intelligence and tactical creativity. |
10 |
Mesquita et al., 20122626 Mesquita I, Farias C, Hastie P. The impact of a hybrid Sport Education-Invasion Games Competence Model soccer unit on students’ decision making, skill execution and overall game performance. Eur Phys Educ Rev 2012;18(2): 205-219. Doi:10.1177/1356336X12440027 https://doi.org/10.1177/1356336X12440027...
|
FB |
22 |
SC |
10 to 12 |
Sport Education (SE) and Invasion Games Competence Model (IGCM) |
DM; skill execution and in-game performance |
The results showed that teaching a soccer unit with SE, supported by the learning task structure offered by the IGCM, provided improvement in skill execution and DM. In addition, there was a strong impact on student learning, especially for girls and students with low skill. |
11 |
Moreira et al., 20132727 Moreira VJP, Matias CAS, Greco PJ. A influência dos métodos de ensino-aprendizagem-treinamento no conhecimento tático processual no futsal. Motriz2013;19(1):84-98. Doi: 10.1590/s1980-65742013000100009 https://doi.org/10.1590/s1980-6574201300...
|
FT |
18 |
ATs |
7 to 9 |
Analytical Method and Global Method |
TLT and PTK Processes |
The results showed that the global method provided improvement in PTK concerning the following parameters: offering, orienting oneself, and recognizing spaces. The analytical method showed improvement only in offering and orienting oneself parameters. The results indicate that training centered on DM, considering the tactical parameter, are indicative for the development of players capable of intelligent and creative autonomous actions. The analytical method did not provide a full development of PTK. |
12 |
Souza et al., 20142828 Souza CRBC, Muller ES, Costa IT, Graça ABS. Quais comportamentos táticos de jogadores de futebol da categoria sub-14 podem melhorar após 20 sessões de treino? Rev. Bras. Ciênc. Esporte 2014;36(1):71-86. Doi: 10.1590/S0101-32892014000100006 https://doi.org/10.1590/S0101-3289201400...
|
FB |
20 |
ATs |
14 to 15 |
TGfU |
PTK |
The results showed significant differences in four variables: the tactical principle ‘defensive unit’, the total of tactical actions performed, the Game Tactical Performance Index, and the Percentage of Errors of the tactical principle ‘space’. It was concluded that TGfU-based training was effective, especially with regard to increasing the Game Tactical Performance Index. |
13 |
Hastie et al., 20142929 Hastie P, Sinelnikov O, Wallhead T, Layne T. Perceived and actual motivational climate of a mastery-involving sport education season. Eur Phys Educ Rev 2014;20(2):215-228. Doi: 10.1177/1356336X14524858 https://doi.org/10.1177/1356336X14524858...
|
HB |
12 |
SC |
15.9 |
Sport Education
|
Motivation |
The results showed a consistent perception of the students on the climate domain in all phases of the season, after application of the SE model. The teacher was able to manipulate the predominantly style-based task structure and the formal competition within the SE mode, as well as to promote a mastery climate, with an emphasis on the structures of recognition and assessment based on domain. The latter finding has important instructional implications in the sense of facilitating student motivation when they are taught competitive sports in high school. |
14 |
Aquino et al., 20153030 Aquino RT, Marques RR, Gonçalves LGC, Vieira LHP, Bedo BLS, Moraes C, et al. Proposta de sistematização de ensino do futebol baseada em jogos: Desenvolvimento do conhecimento tático em jogadores com 10 e 11 anos de idade. Motricidade2015;11(2): 115-128. Doi: 10.6063/motricidade.3724 https://doi.org/10.6063/motricidade.3724...
|
FB |
37 |
SC |
10.73 (± 0.46) |
Situational Method |
PTK |
When comparing the mean values of the offensive, defensive and game Tactical Performance Indexes considering the time effect, a significant increase in the variables was seen (p ≤ 0.05). In view of the above, the systematization of football teaching centered on the use of games, provided a significant development in the tactical learning of the participating players. |
15 |
Whipp et al., 20153131 Whipp PR, Jackson B, Dimmock JA, Soh J. The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education. Front Psychol 2015;6:1-13. Doi: 10.3389/fpsyg.2015.00149 https://doi.org/10.3389/fpsyg.2015.00149...
|
FB |
10 |
SC |
12.46 (± 0.59) |
Teachers trained under the game-based model and Teachers instructed under the game-based model |
Psychosocial, behavioral, pedagogical and learning variables in School Physical Education (SPE) |
The study assessed teachers who had had training in the game-based model and other teachers who were only instructed in the same model. The findings showed that teachers who had received training and teaching resources based on tactical games could improve the behavioral, pedagogical and motor performance results of students in Physical Education. |
16 |
Costa et al., 20163232 Costa LCA, Nascimento JV, Vieira LF. Teaching invasive team sports in the school environment: From theory to practice from the perspective of a hybrid model. Jour Phys Educ 2016;27(1):1-14. Doi: 10.4025/jphyseduc.v27i1.2709 https://doi.org/10.4025/jphyseduc.v27i1....
|
+ than 1 |
44 |
SC |
11 to 14 |
Developmental Model and Sport Education
|
Structuring and developing a hybrid intervention program for the teaching of invasive team sports (futsal, basketball and handball) in SPE. |
The investigation was important for showing the possibility of implementing teaching models that favor Teaching-Learning processes related to team sports in the school environment. The evidence obtained helps in understanding the complexity of the act of teaching and in overcoming traditional methods of sports teaching, which are used most of the time. The adoption of the hybrid teaching method by combining the DM and SE principles is viable and promising for the reality investigated. |
17 |
Calderón et al., 20163333 Calderón A, Ojeda DM, Valverde JJ, Méndez-Giménez A.“Ahora nos ayudamos más”: Docencia compartida y clima social de aula. Experiencia con el modelo de Educación Deportiva. RICYDE2016;12(44):121-136. Doi: 10.5232/ricyde2016.04403 https://doi.org/10.5232/ricyde2016.04403...
|
+ than 1 |
10 |
SC |
9.85 (± 1.19) |
Sport Education
|
Effect on a psychosocial variable (classroom social climate) over a season of Sport Education |
The results of the Classroom Environment Scale (CES) based on the interviews and diaries found that shared teaching and pedagogical intervention based on SE improved the classroom social climate of the groups that experienced it. The use of co-teaching provided the students with involvement and teamwork. |
18 |
Cheong et al., 20163434 Cheong JPG, Lay B, Razman R. Investigating the contextual interference effect using combination sports skills in open and closed skill environments. Jour Sports Sci Med 2016;15(1): 167-175. PMID: 26957940 |
Others |
10 |
USs |
21.56 (± 1.23) |
Training Protocol based on traditional games |
Skill performance and in-game performance. |
The groups improved their dribbling and throwing performance during the acquisition phase when evaluated in a closed environment. Considering the retention phase, there were no differences among the groups. When evaluated in an open-skills environment, all groups improved their percentage of successful executions related to catching and throwing. They also improved both, the total number of attempts and the total number of successful executions for dribbling and throwing. Differences among groups were found with regard to dribbling execution; the game-based group scored a higher number concerning success. |
19 |
Gil-Arias et al., 20163535 Gil-Arias A, Arroyo MPM, Rabaz FC, Moreno A, Alvarez FDV. Manipulación de los condicionantes de la tarea en Educación Física: Una propuesta desde la pedagogía no lineal. Retos2016;29(29): 22-27. Doi: https://doi.org/10.47197/retos.v0i29.34612 https://doi.org/10.47197/retos.v0i29.346...
|
VB |
9 |
SC |
12 to 13 |
Methodological principles of non-linear pedagogy |
Handling different task constraints in DM and effectiveness in attack action. |
The study results showed significant improvement of the participants in both, DM and efficacy between pre and post-test measures. In relation to these results, the Physical Education teacher, in order to make students to obtain progress in their tactical competence, must design motor tasks that are representative of the real game and whose tactical complexity adapts to the students' learning level. |
20 |
Nimmerichter et al., 20163636 Nimmerichter A, Weber N, Wirth K, Haller A. Effects of video-based visual training on decision-making and reactive agility in adolescent football players. Sports2016;4(1):1-9. Doi: 10.3390/sports4010001 https://doi.org/10.3390/sports4010001...
|
FB |
12 |
ATs |
14 to 15 |
Visual training |
DM and reactive agility via video-based visual training |
The results showed that video-based visual training improves DM time and reactive agility sprint time, accompanied by an increase in successful decisions. |
21 |
Lopez et al. 20163737 Lopez I, Práxedes A, Del Villar F. Effect of an intervention teaching program, based on tgfu model, on the cognitive and execution variables, in the physical education context. Eur J Hum Mov 2016[acesso 20 Mai 2022];37:88-108. Disponível em:Disponível em:https://www.eurjhm.com/index.php/eurjhm/article/view/390 https://www.eurjhm.com/index.php/eurjhm/...
|
BB |
9 |
SC |
14 to 15 |
TGfU and Direct Instruction
|
DTK, PTK and skill execution |
The results showed that students in the TGfU group had significantly higher PTK than the Direct Instruction group. Regarding the isolated technical execution, significant differences were found in the two groups in the post-test in the three actions (passing, dribbling and throwing). There were no significant differences in DM or execution in a real game situation in either group. |
22 |
Praxédes et al., 20163838 Práxedes AP, González LG, Cortés ÁM, Arroyo M M, Domínguez AM. Aplicación De Un Programa De Intervención Para Mejorar La Comprensión Táctica En Fútbol Sala: Un Estudio En Contexto Educativo. Movimento2016;22(1):51-62. Doi: 10.22456/1982-8918.55024 https://doi.org/10.22456/1982-8918.55024...
|
FT |
9 |
SC |
12 to 14 |
TGfU |
DM, passing and dribbling |
The results showed a significant improvement in the DM with regard to passing in the inexperienced group after the application of the TGfU-based program. However, in the experienced group, no differences were found in any of the variables. |
23 |
Gil-Arias et al., 20173939 Gil-Arias A, Harvey S, Cárceles A, Práxedes A, Del Villar F. Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PLoS ONE 2017;12(6):1-17. Doi: 10.1371/journal.pone.0179876 https://doi.org/10.1371/journal.pone.017...
|
+ than 1 |
16 |
SC |
15.45 (± 0.41) |
TGfU and Sport Education
|
Motivation and perception of competence |
The results showed that, regardless of the order of intervention, both groups showed significant improvement in autonomy, competence and fun when they were taught under the hybrid model. Considering other variables, that is, autonomous motivation, relationship and intention to be physically active, there was no significant improvement in any of the groups. |
24 |
Harvey et al., 20174040 Harvey S, Gil-Arias A, Smith ML, Smith LR. Middle and elementary school students’ changes in self-determined motivation in a basketball unit taught using the tactical games model. J Hum Kinet2017;59(1):39-53. Doi: 10.1515/hukin-2017-0146 https://doi.org/10.1515/hukin-2017-0146...
|
BB |
32 |
SC |
Uninformed |
Tactical Games Model
|
Basic Psychological Needs and Motivation |
The results revealed a significant main effect for time in meeting the needs of elementary and high school students (low autonomy), and a significant main effect on self-determined motivation only for high school students (the introjected regulation, external regulation and increased motivation). |
25 |
Hortigüela-Alcalá et al. 20174141 Hortigüela Alcalá D, Hernando Garijo A. Teaching games for understanding: A comprehensive approach to promote student’s motivation in physical education. J Hum Kinet 2017;59(1):17-27. Doi: 10.1515/hukin-2017-0144 https://doi.org/10.1515/hukin-2017-0144...
|
+ than 1 |
24 |
SC |
13.32 (± 2.31) |
TGfU and Traditional Method |
Motivation and performance |
The results revealed that the TGfU group showed greater motivation and performance in PE than the traditional group. Significant differences were found in performance. The participants included in the TGfU group were more positive in sports participation. Meanwhile, students who played more extracurricular sports in the traditional group were more actively involved in sports. |
26 |
Nathan, 20174241 Nathan S. The effect of teaching games of understanding as a coaching instruction had on adjust, cover and heart rate among malaysian and indian junior hockey players. Sports2017;5(4):44. Doi: 10.3390/sports5020044 https://doi.org/10.3390/sports5020044...
|
Others |
15 |
ATs |
15 (± 1.03) |
TGfU and Skill Drill Technical (SDT)
|
Skill domain (fit and cover) via heart rate |
The results showed that there were no significant differences regarding fit between TGfU and SDT in Malaysia and India after the intervention. Considering cover, there was a significant improvement for Malaysian players who used the TGfU model compared to SDT. In contrast, there was no significant difference between models among Indian players after the intervention. |
27 |
Claver Rabaz et al., 20174343 Claver Rabaz F, Jiménez R, Gil-Arias A, Moreno A, Moreno MP. The cognitive and motivation intervention program in youth female volleyball players. J Hum Kinet 2017;59(1):55-65. Doi: 10.1515/hukin-2017-0147 https://doi.org/10.1515/hukin-2017-0147...
|
VB |
34 |
ATs |
17.14 (± 0.67) |
Skill Drill Technical and questions (TGfU) |
Satisfaction, autonomy and competence, motivation, PTK, perceived performance and sport commitment. |
The results of the intergroup analysis showed significant differences in the post-test measurement between the experimental group and the control group (in favor of the experimental group) for the following variables: basic psychological need, satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perception of performance and commitment to the sport. |
28 |
Práxedes et al., 20174444 Práxedes A, Domínguez AM, Serrano JS, García-González L, Álvarez FV. The effects of a comprehensive teaching program on dribbling and passing decision-making and execution skills of young footballers. Kinesiology2017;49(1):74-83. Doi: 10.26582/k.49.1.6 https://doi.org/10.26582/k.49.1.6...
|
FB |
22 |
ATs |
10.5 (± 0.5) |
TGfU |
DM and skill execution |
The results showed a significant improvement in two skills, that is, DM and execution after intervention, but not after the first 11 sessions. In addition, differences were found between the two game actions (passing and dribbling). These findings highlight the need to know what type of action will be trained (more tactical or technical) to adapt the methodology of the training session. |
29 |
Farias et al., 20184545 Farias C, Valério C, Mesquita I. Sport Education as a Curriculum Approach to Student Learning of Invasion Games: Effects on Game Performance and Game Involvement. J Sports Sci Med 2018;17:56-65. |
+ than 1 |
54 |
SC |
12.3 (± 1.3) |
Sport Education
|
Performance and game involvement |
Significant pre-to-post-test improvement was found in Performance and Involvement in the Game in the second and third seasons, handball and soccer, respectively, but not in the first season (basketball). Handball and soccer game performance and involvement scores were significantly higher than their scores when playing basketball. |
30 |
Práxedes et al. 20184646 Práxedes A, Moreno A, Gil-Arias A, Claver F, Villar F. The effect of small-sided games with different levels of opposition on the tactical behaviour of young footballers with different levels of sport expertise. PLoS ONE 2018;13(1):1-14. Doi: 10.1371/journal.pone.0190157 https://doi.org/10.1371/journal.pone.019...
|
FB |
14 |
ATs |
10 to 12 |
Small games with varying opposition levels |
DM and skill execution |
The medium skill group showed significant differences after the first intervention in DM and passing execution, but not after the second intervention. Considering the low skill group, significant differences were seen only in the passing execution between the first and the last phase. These results seem to indicate that, for groups with a medium level of experience, training with numerical superiority in attack gives players more time to make better decisions and execute better quality actions. However, for lower-level groups, programs may take longer to facilitate improvement. The numerical equality did not result in improvement for any of the groups. |
31 |
Hodges et al. 20184747 Hodges M, Wicke J, Flores-Marti I. Tactical games model and its effects on student physical activity and gameplay performance in secondary physical education. The Physical Educator2018;75(1):99-115. Doi: 10.18666/tpe-2018-v75-i1-7551 https://doi.org/10.18666/tpe-2018-v75-i1...
|
+ than 1 |
10 |
SC |
Uninformed |
Tactical Games Model (TGM) |
Physical activity level and game performance |
Three SPE teachers were trained under TGM and they implemented 10 lessons of the ‘Tactical Games Approach’ textbook for high school students. The results showed a significant difference between the average number of steps that students took in all classes, according to Teacher 1 and 2, whereas for Teacher 3 it was not significantly different. The analysis between sexes, in step counting considering the time effect, showed that the girls had, on average, significantly higher steps than boys. All pre-post-game performance measures were significantly different and indicated a significant improvement in this parameter. |
32 |
Panchuk et al., 20184848 Panchuk D, Klusemann MJ, Hadlow SM. Exploring the effectiveness of immersive video for training decision-making capability in elite, youth basketball players. Front Psychol 2018;9:1-9. Doi: 10.3389/fpsyg.2018.02315 https://doi.org/10.3389/fpsyg.2018.02315...
|
BB |
12 |
ATs |
17 (± 0.6) |
Visual training with small games |
DM |
After application of visual training, the male experimental group had a large but not significant improvement regarding the scores of immersive test and small game compared to the male control group. Both the female control group and the experimental group had great improvement in the immersive training test, whereas only the female control group improved their performance in the small games. |
33 |
Wang et al. 20184949 Wang M, Wang L. Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students. BioMed Research International 2018;1-11. Doi: 10.1155/2018/3737595 https://doi.org/10.1155/2018/3737595...
|
BB |
12 |
SC |
Uninformed |
TGfU and Traditional Method |
Physical activity levels and students' perception. |
The results showed that the TGfU group and the traditional group had significantly improved levels of Moderate-to-Vigorous Physical Activity (MVPA) in the intervention phase. During the intervention period, the MVPA time of the TGfU group was significantly longer than that of the traditional group. No significant differences were found between the MVPA levels of high-low-skilled students. Data collected through interviews suggested that the nature of the games, the small team, freedom and fun experienced by the students during the games may explain the high levels of MVPA observed in the TGfU group. The TGfU intervention can potentially be used to promote physical activity and achieve the recommended MVPA time in PE classes (50% class time). |
34 |
Hauer et al., 20185050 Hauer R, Tessitore A, Binder N, Tschan H.Physiological, perceptual, and technical responses to continuous and intermittent small-sided games in lacrosse players. PLoS ONE 2018;13(10):1-13. Doi: 10.1371/journal.pone.0203832 https://doi.org/10.1371/journal.pone.020...
|
Others |
8 |
ATs |
25.8 (± 5.5) |
Small games |
Physiological, perceptual and technical parameters |
The players were divided into two groups: 3 x 3 intermittent or continuous. Both small-game distributions showed improvement; a medium to too large effect size was seen regarding the total distance covered in pre-post-intervention. The higher maximum values of % heart rate with large effect sizes were seen for the continuous group. No differences were found between the distributions for any of the technical actions assessed, as well as for perceived exertion and for the physical activity pleasure scale. |
35 |
Práxedes et al. 201899 Práxedes A, Del Villar F, Pizarro D, Moreno A. The impact of nonlinear pedagogy on decision-making and execution in youth soccer players according to game actions. J Hum Kinet2018;62(1):185-198. Doi: 10.1515%2Fhukin-2017-0169 https://doi.org/10.1515%2Fhukin-2017-016...
|
FB |
14 |
ATs |
9 to 13 |
Games modified in numerical superiority |
DM and game performance |
The results showed significant differences in favor of the experimental group (with numerical superiority) in DM and in the execution of passes after the intervention. However, such differences were not found for dribbling. |
36 |
Calábria-Lopes et al. 20191010 Calábria-Lopes M, Greco PJ, Morales JCP. Teaching Games for Understanding in basketball camp: the impact on process and product performance. RICYDE2019;56(15):209-224. Doi: 10.5232/ricyde2019.05606 https://doi.org/10.5232/ricyde2019.05606...
|
BB |
5 |
SC |
10.89 (± 1.02) |
TGfU |
DTK and specific skills |
The results showed no correlation among the dependent variables (passing, throwing and DTK), after the TGfU teaching program. Significant differences were found between pre and post-test only for passing and shooting in game context, and DTK in shooting and passing skills. No differences were found for the product-oriented assessment in the isolated shooting and passing skills. |
37 |
González-Víllora et al. 20191111 González-Víllora S, Sierra-Díaz MJ, Pastor-Vicedo JC, Contreras-Jordán OR. The way to increase the motor and sport competence among children: The contextualized sport alphabetization model. Frontiers in Physiology 2019;10. Doi: 10.3389/fphys.2019.00569 https://doi.org/10.3389/fphys.2019.00569...
|
FT |
12 |
SC |
9.35 (± 1.76) |
TGfU and Contextualized Sport Alphabetization Model (CSAM) |
Physical and physiological performance |
The results showed that both physical performance (e.g. cover by distance) and physiological performance (e.g. Edwards' TRIMP) were significantly higher during CSAM compared to TGfU. |
38 |
García-Ceberino et al. 20195151 García-Ceberino J, Feu S, Ibáñez S. comparative study of two intervention programmes for teaching soccer to school-age students. Sports2019;7(74):1-16. Doi: 10.3390/sports7030074 https://doi.org/10.3390/sports7030074...
|
FB |
12 |
SC |
10 to 11 |
Direct Instruction (DI) and Tactical Games Approach (TGA) |
Pedagogical variables and variables external to the training load |
There were no significant differences between the two programs, that is, DI and TGA, considering the following variables: game phase and specific content. These results showed that the design of tasks for each program was similar, although based on different methodologies. Regarding the training load variable, the results showed significant differences between DI and TGA programs in relation to the variables: degree of opposition, task density, competitive load and cognitive implication. These variables show that the training load quantification is higher in TGA and lower in DI intervention programs. |
39 |
Mazzardo et al. 20205252 Mazzardo T, Ribas S, Monteiro GN, Silva WJB, Araújo ND, Aburachid LMC. Tgfu and motor coordination: the effects of a teaching program on tactical-technical performance in handball. J Phys Educ 2010;31(e3169):1-12. Doi: 10.4025/jphyseduc.v31i1.3169 https://doi.org/10.4025/jphyseduc.v31i1....
|
HB |
20 |
SC |
14.3 (± 0.46) |
TGfU |
Tactical-technical performance |
After the intervention, the male individuals showed improvement in both groups (with and without motor coordination work) in game performance. A large effect size (ES) was seen for those with coordination work (0.610), and mean ES for the ones without coordination work (0.487) inserted in the TGfU pedagogical cycle. Considering the analysis between the groups, no statistical difference was found after the intervention for any of the study variables. |