A systematic review of teaching games for understanding intervention studies from a practice-referenced perspective

Morales-Belando, Kirk, David María T.; Arias-Estero, José L.

Publication:
A systematic review of teaching games for understanding intervention studies from a practice-referenced perspective

dc.contributor.author	Morales-Belando, Kirk, David María T.
dc.contributor.author	Arias-Estero, José L.
dc.contributor.department	Expresión Plástica, Musical y Dinámica
dc.date.accessioned	2023-04-05T11:07:54Z
dc.date.available	2023-04-05T11:07:54Z
dc.date.created	2021-10-27
dc.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	es
dc.description.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.	es
dc.format	application/pdf	es
dc.format.extent	35	es
dc.identifier.citation	Research Quarterly for exercice and sport 2022, VOL. 93, Nº 4, 670–681
dc.identifier.issn	0270-1367
dc.identifier.issn	2168-3824
dc.identifier.uri	http://hdl.handle.net/10201/129903
dc.language	eng	es
dc.publisher	Taylor & Francis Group	es
dc.relation	During the preparation of this manuscript, the first author was supported through the Research Grant Program to Researchers in Formation— Ayudas para la formación de profesorado universitario del Ministerio de Educación, Cultura y Deporte de España [FPU15/00368].Our paper contains no funding, IRB approval or acknowledgments because it is a systematic review.	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Sport pedagog	es
dc.subject	TGfU	es
dc.subject	PETE	es
dc.subject	teaching-learning contexts	es
dc.subject	youth sport	es
dc.title	A systematic review of teaching games for understanding intervention studies from a practice-referenced perspective	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es