Browsing by Subject "teaching-learning contexts"

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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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    Open Access
    Grouping Students by Skill Level in Mini-Volleyball: Effect on Game Performance and Knowledge in Sport Education
    (SAGE Publications, 2021) Mahedero, M. P.; Calderón, A.; Hastie, P. A.; Arias-Estero, José L.; Expresión Plástica, Musical y Dinámica
    The purpose of this study was to explore any differences in game performance variables and knowledge among a cohort of high school students who participated in either homogeneous or heterogeneous skill level groups (N¼126) across a 12-lesson mini-volleyball sport education unit of study. This study followed a mixed-methods approach using a quasi-experimental pre-test/post-test design. The quantitative variables analyzed were decision making, skill execution, game performance, game involvement, and game knowledge. We also evaluated students’ performance qualitatively, employing two methods: (a) experts’ analysis of students’ game performance, and (b) students’ and teachers’ perceptions of students’ performance. We analyzed quantitative data through a series of paired samples t-tests comparing pre- and post-test scores according to the grouping strategy. Students became more competent in their game play and more knowledgeable in their technique, the sport’s rules, tactical awareness, and general game knowledge. However, grouping students by skill level had no impact on gains in game performance variables