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A Systematic Review of Teaching Games for Understanding Intervention Studies From a Practice-Referenced Perspective
María T Morales-Belando1, David Kirk2,3, José L Arias-Estero1
1UCAM Universidad Católica San Antonio de Murcia.
Research Quarterly for Exercise and Sport
|October 27, 2021
Summary
This review highlights that Teaching Games for Understanding (TGfU) interventions lack consistent reporting of implementation features, hindering understanding of their impact on learning outcomes.
Area of Science:
- Physical Education Pedagogy
- Sport Pedagogy
- Educational Psychology
Background:
- The theory of practice architecture posits that classroom practices emerge from social, physical, and spatial interactions.
- Understanding teaching-learning implementation features is crucial for designing effective Teaching Games for Understanding (TGfU) interventions within institutional contexts.
Approach:
- This review analyzed 20 studies on TGfU interventions, focusing on how researchers reported specific teaching-learning implementation features.
- The study examined intervention design, length, content, basic elements, alignment, teacher experience, and validation, in relation to learner outcomes.
Key Points:
- No single study reported all essential teaching-learning implementation features for TGfU interventions.
- Varied methods for measuring and reporting learner outcomes in TGfU research complicate analysis.
- Inconsistent reporting of intervention design and execution challenges the synthesis of findings.
Conclusions:
- Future TGfU interventions require context-specific design, defined lesson structures, and clear tactical/technical goals.
- Teacher/coach experience with TGfU and specific training are vital for intervention success.
- Standardized validation, verification, and outcome measurement are necessary for robust TGfU research.
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