Publication: A systematic review of teaching games for understanding intervention studies from a practice-referenced perspective
Authors
Morales-Belando, Kirk, David María T. ; Arias-Estero, José L.
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Publisher
Taylor & Francis Group
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DOI
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info:eu-repo/semantics/article
Description
©2021. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
This document is the Accepted, version of a Published Work that appeared in final form in Research Quarterly for Exercise and Sport. To access the final edited and published work see https://doi.org/10.1080/02701367.2021.1897066
Abstract
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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Citation
Research Quarterly for exercice and sport 2022, VOL. 93, Nº 4, 670–681
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