1 |
Corrêa et al., 200417 |
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, 200718 |
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., 200819 |
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., 201020 |
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., 201121 |
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., 201122 |
+ 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., 201123 |
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, 201124 |
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., 201225 |
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., 201226 |
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., 201327 |
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., 201428 |
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., 201429 |
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., 201530 |
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., 201531 |
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., 201632 |
+ 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., 201633 |
+ 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., 201634 |
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., 201635 |
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., 201636 |
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. 201637 |
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., 201638 |
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., 201739 |
+ 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., 201740 |
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. 201741 |
+ 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, 201742 |
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., 201743 |
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., 201744 |
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., 201845 |
+ 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. 201846 |
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. 201847 |
+ 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., 201848 |
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. 201849 |
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., 201850 |
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. 20189 |
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. 201910 |
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. 201911 |
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. 201951 |
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. 202052 |
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. |