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The Application of the Teaching Games for Understanding in Physical Education. Systematic Review of the Last Six Years

Author

Listed:
  • Raúl A. Barba-Martín

    (Department of Didactics of Musical, Artistic and Body Expression, Faculty of Education of Segovia, University of Valladolid, 40011 Segovia, Spain)

  • Daniel Bores-García

    (Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Rey Juan Carlos University, 28922 Alcorcón, Madrid, Spain)

  • David Hortigüela-Alcalá

    (Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain)

  • Gustavo González-Calvo

    (Department of Didactics of Musical, Artistic and Body Expression, Faculty of Education of Palencia, University of Valladolid, 34004 Palencia, Spain)

Abstract

A systematic review of the research conducted on Teaching Games for Understanding in Physical Education in the last six years (2014–2019), updating and expanding with new categories the last published review by Harvey and Jarret in 2014. Four databases were used to select those articles that included information on the implementation of Teaching Games for Understanding in different educational stages. According to PRISMA guidelines and including the PICO strategy after the exclusion criteria, 12 articles were fully assessed based on eight criteria: (1) year and author; (2) country; (3) number of participants, educational level, and duration of implementation; (4) type of research; (5) curricular content; (6) purpose of the research; (7) most relevant results; and (8) learning environment. The results showed how research focuses on both primary and secondary education, primarily in short-term interventions. Quantitative, qualitative and mixed research is used almost equally, and dealt evenly with sports and games, leaving motor skills, physical abilities and body expression underrepresented. Regarding the goals of the studies, motor and cognitive learning were the most frequently assessed, focusing on improvement of game development, such as tactical aspects, decision-making, technical skills or level of physical activity. The implementation of the model is carried out in too short a time to achieve significant outcomes. This review can help researchers and practitioners conduct Teaching Games for Understanding intervention programs in primary and secondary Physical Education. They must be rigorous when they claim that they implement this pedagogical model in schools.

Suggested Citation

  • Raúl A. Barba-Martín & Daniel Bores-García & David Hortigüela-Alcalá & Gustavo González-Calvo, 2020. "The Application of the Teaching Games for Understanding in Physical Education. Systematic Review of the Last Six Years," IJERPH, MDPI, vol. 17(9), pages 1-16, May.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:9:p:3330-:d:356457
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    References listed on IDEAS

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    1. Manuel Tomás Abad Robles & Daniel Collado-Mateo & Carlos Fernández-Espínola & Estefanía Castillo Viera & Francisco Javier Giménez Fuentes-Guerra, 2020. "Effects of Teaching Games on Decision Making and Skill Execution: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 17(2), pages 1-13, January.
    2. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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    1. Armando Cocca & Jovanny Edmundo Carbajal Baca & Germán Hernández Cruz & Michaela Cocca, 2020. "Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?," IJERPH, MDPI, vol. 17(15), pages 1-11, July.
    2. Víctor Arufe-Giráldez & Alberto Sanmiguel-Rodríguez & Oliver Ramos-Álvarez & Rubén Navarro-Patón, 2023. "News of the Pedagogical Models in Physical Education—A Quick Review," IJERPH, MDPI, vol. 20(3), pages 1-22, January.

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