Browsing by Subject "PETE"

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    A systematic review of teaching games for understanding intervention studies from a practice-referenced perspective
    (Taylor & Francis Group, ) Morales-Belando, Kirk, David María T.; Arias-Estero, José L.; Expresión Plástica, Musical y Dinámica
    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.
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    Improvement in game performance and adherence after an aligned TGfU floorball unit in physical education
    (Taylor & Francis, 2018) Morales-Belando, M. T.; Calderón, A.; Arias-Estero, José L.; Expresión Plástica, Musical y Dinámica
    Background: Although a great deal of research has been undertaken from 1982 on TGfU, teachers consider its implementation to be complex and are reluctant to integrate it into their teaching practice. Furthermore, some TGfU literature does not suggest how it might be implemented and how problems might be overcome. On the other hand, a review of TGfU studies showed three shortcomings. First, most of them only compared TGfU with a technique-based approach in the school setting. Second, the studies did not follow the fidelity guidelines for models-based practice research and it is therefore difficult to contrast their results. Third, lesson design was not aligned on the principles of play. Thus, this study provide additional support for going forward from comparative studies in educational settings, and enacting an aligned TGfU unit of floorball contextualized in the principles of play. Purpose: To verify whether pupils improved in variables related to performance and adherence after the enactment of an aligned TGfU unit. Method: An eight lessons unit was designed, validated, and enacted using a mixed-methods quasi-experimental pre-test and post-test design. Participants were 41 pupils (23 boys and 18 girls; M = 11.73, SD = .66 years old) from two regular physical education classes with the same teacher. The teacher was trained in the TGfU approach. In pre-test and post-test assessments, data from decision-making, technical execution, cover, support, game performance, game involvement, enjoyment, perceived competence, and intention to be physically active were collected, using the Game Performance Assessment Instrument, two psychological scales, and two focus groups interviews with the pupils and the teacher. We analysed quantitative data using t-tests and qualitative data following an open and axial coding based on the pre-existing categories. Results: Pupils improved in decision-making, technical execution, cover, support, game performance, game involvement, enjoyment, perceived competence, and intention to be physically active after implementation of the TGfU unit. The pupils and the teacher perceived improvement in all the variables analysed as a consequence of the intervention. Conclusion: After the implementation of the aligned TGfU floorball unit, pupils improved in the variables related to performance and adherence. Based on participants' key comments, four aspects appeared to be essential for the success of the unit: (a) the lesson design; (b) collaboration from planning to teaching the unit between the researcher and the teacher; (c) the inclusion of learning tasks linked with cover and support; and (d) the use of two reflective periods that helped pupils to understand and apply new knowledge.
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    Integración de la inteligencia artificial y el aula invertida en la formación inicial del profesorado (de Educación Física)
    (Ediciones Octaedro, 2025-11) Arias-Estero, José L.; Expresión Plástica, Musical y Dinámica
    Previous studies suggest that generative artificial intelligence (GenAI) may be suitable for addressing the challenges of flipped classroom (FC). However, there are no known proposals that have analysed the integration of GenAI and FC in initial teacher education in any subject, including physical education. This chapter explores such possibilities. For this purpose, self-determination theory and constructivism constitute the theoretical framework of reference. In the chapter, first, we show the defining characteristics of FC and GenAI. Later, we highlight the elements that can determine the effective integration between GenAI and FC. Afterwards, the chapter includes an experience using FC and GenAI, with the aim of verifying its effects on self-determination, involvement and learning in the initial training of Physical Education teachers. The chapter ends with a reflection and conclusion regarding the pedagogical possibilities of GenAI and FC integration in higher education and specifically in the initial training of Physical Education teachers.