The game is typically a smaller modification of a pre-existing formal game and demands a variety of skills relevant to a vast majority of situations within a game type.
Game appreciation: a realisation of how the rules, skills required and strategy interact. Tactical awareness: Learners begin to formulate tactics of how to succeed within the game. Decision making: after developing tactics, learners discover how to make appropriate decisions regarding what they know.
This usually involves timing or location — when to use certain skills or tactics based upon these parameters. Skill execution: Learners should have realised why certain skills are important and what are the benefits of executing them correctly.
Performance: after progressing through the previous stages, has improvement been demonstrated? Are Learners achieving the objective of the game? Feedback is essential at this stage to reinforce understanding of the concepts learned so far. The game can then be progressed, or regressed depending upon the degree of learning that has taken place. Teaching Games For Understanding Invasion Games Adopting a democratic teaching style and allowing learners to make decisions about how they would like the game to be played and develop sustains intrinsic motivation levels.
Invasion Games Teaching Games For Understanding Strategies Such strategies which require positional responsibilities also promote team cohesion towards the tasks objectives of the game Grehaine et al. Taxonomy of educational objectives: The classification of educational goals by a committee of college and university examiners. Handbook I: Cognitive Domain. New York: Longman, Green. The curriculum model. Rethinking games teaching.
Chatzisarantis, N, L, D. British Journal of Health Psychology, 2, pp. Chelladurai, P. Leadership in sports: A review.
International Journal of Sports Psychology , 21 4 , pp. Deci, E, D. Intrinsic motivation and self-determination in human behavior. New York: Plenum. Earles, M. It is worth noting the opinions of the teachers participating in the experiment. The two teachers taught the two groups in the three units, and therefore had knowledge of the behavior and motivation of the students. Every text extract was identified with one of the defined categories, which favoured saturation of information.
The interviews were audio-recorded in order to later transcribe all the information and import it to the software. The two interviews were reviewed in depth by researchers, creating the categories of analysis based on their direct relationship with both quantitative factors.
Initially, five general categories emerged. Each investigator assigned specifically extracted texts to each of the categories, which were subsequently reviewed by other researches. This process of triangulation of the data allowed us to obtain the most reliable information, especially when there a previous quantitative part. Once encoded, the data crossed between them, selecting more saturated text extracts, which were representative of the methodology used by the PE teacher.
It can be observed how pre-test values reached similar averages in two factors from each group, and in all cases exceeding the value of 7. In group A, post-test values increased in both factors, showing significant improvements in PE motivation. The effect size of the obtained. There is a significant difference in the post-test between both groups in factor 1, which was motivation, being higher in the group which received the TGfU methodology.
This variable was used as a dependent variable. In addition, a post-hoc analysis was carried out indicating in which group that difference was found. The first variable includes academic results, according to the number of failed subjects in the first term; 1- no failed subjects, 2- between two and three failed subjects, 3- more than three failed subjects.
The second one is the grade categorized as: 1- first grade, 2- second grade, 3- third grade, 4- fourth grade. The last one refers to extracurricular sport practice; 1- nothing, 2- between one and three hours per week, 3- more than three hours a week Table 3. Summary of Anovas Bonferroni for independent variables analysed in the post-test transcripts, grade and after-school sports.
In group B, differences were found in the extra-curricular sport practice variable, showing a greater interest in sport of students who practiced more than three hours a week out of school. The grade did not influence significantly the interest in sport in any group. All information extracted from interviews produced some main categories:. However, during the term the students made their own rules and proposed alternatives to activities […].
However, the control group teacher did not give too much importance to the methodology. He believed that motivation was a little more personal and less modifiable factor by the context:.
There are also many changes between the different years. In line with the previous variable, again the two teachers had different views. The teacher of the experimental group tried to make sure that all students achieved the tasks proposed in the class:.
There are students with mixed levels of fitness, so some of them will have to accept the fact that there are activities that they will not be able to do. Like in maths not all students have the same level, and nor do they in PE. I think it would be a mistake to lower the level of the subject.
Because then we complain about the levels of obesity, but would we be doing anything about it? The research reflects how the introduction of the TGfU methodology influenced the motivation towards sports practice.
This increase was higher when compared to the technical teaching model. Within group A, students with the best academic results showed a greater interest in sport.
In group B, the interest was higher in students who participated in extracurricular sport. One aspect that characterizes TGfU is understanding and game knowledge, which promotes intrinsic motivation Stolz and Pill, This line shows the relationship between the assessment used by the PE teacher and what students felt they learned. This may be due to excessive initial technical requirements in group B, a possible limiting factor for enjoying the activity.
In this regard, experiences show how reflection and modification of technical, tactical and structural patterns of games make students more aware of its execution, while the teacher may present initial insecurities in the implementation of the model Diaz-Cueto et al. Moreover, in TGfU, the responsibility of the student throughout the process of teaching and learning must be noted.
This experience is essential in sports initiation, since what is really important is to focus on the understanding of the sport as a whole, not on the specific technical aspects Hopper, With respect to influential variables in interest in sports, in group A, students with the best results showed higher rating compared with those who had more than three failed subjects.
Therefore, the TGfU methodology is associated with cognitive development, understanding and reflection on practice variables, which contradicts the idea of play by play and lack of learning in sport education Butler, When students do not have a high level of motor performance, it is impossible to enjoy sports if they only reproduce technical gestures in isolated situations Mesquita et al.
In group B, differences were found in the extracurricular sport practice variable. Students who participated in more than three hours a week of extracurricular sports activity showed greater interest in sports. This result can be obtained beforehand, connecting different technical PE models.
It contrasts therefore with the models of sports education used in many educational centers Casey and Quennerstedt, This idea justifies the result obtained in the present investigation, evaluating how students who do not carry out extracurricular sports are more uncomfortable with technical teaching models.
However, grades were not an influential factor regarding interest in sport in both groups. The qualitative part of the study served to verify the information on the perception of students obtained in quantitative data. It is important to analyze the position of the two teachers regarding the role that the methodology plays in generating motivation and satisfaction in students towards PE. As for motivation towards physical education, the group A teacher highlighted the role of the methodology and the teacher for the student to become more involved in the subject.
In this regard, Casey and Quennerstedt indicate that physical education is directly related to the generation of positive attitudes and motivation of students. However, PE as a subject will not gain the necessary prestige until teachers reach an agreement on its constituent objectives. Regarding the second variable of the study, the teacher of the experimental group indicated that it was essential that all students had a positive sense of achievement in the tasks.
However, the control group teacher stated that it was impossible for all students to be able to perform all the tasks, confusing this aspect with the mark given in this subject. This shows a direct link between this methodology and a greater involvement of students in sport. With respect to the second objective, academic results significantly influenced interest in sport in group A, while differences in group B were found in relation to extracurricular sports practice.
This shows how students with better academic results have a better understanding of TGFU. The relationship between traditional models of sports education and extracurricular sports was also considered. She also felt that is was essential that students perceived achievement in motor tasks, while it was not taken into account by the PE teacher in the control group.
The main contribution of this study is evaluation of how TGfU can improve motivation and achievement perception in PE through the use of mixed methods, which is something that contributes significantly to the literature on the subject.
Furthermore, it shows that the educational model used in PE determines the level of motivation. However, the study does have some limitations. Secondly, the research focused on the secondary stage, thus in future it could be contrasted with the primary stage including analysis of the differences found. In addition, it could also focus on gender differences. Moreover, it could also be of use to public and private sports management staff in municipalities and communities, since it is essential to consider a sport teaching methodology that promotes inclusion and participation over selection and performance.
National Center for Biotechnology Information , U. Journal List J Hum Kinet v. J Hum Kinet. Published online Oct Author information Copyright and License information Disclaimer. Contributed by Authors submitted their contribution to the article to the editorial board. This article has been cited by other articles in PMC. Key words: methodology, motivation, perception of achievement, teaching models, mixed methods. Introduction Sport is an essential and important feature of society, becoming a phenomenon closely linked to social, cultural and educational elements Mackintosh and Liddle, Methods Participants There were participants in the study Design and procedures The study design was quasi-experimental comparing equivalent groups natural groups.
Instructional Intervention Both groups received three team sports units in the first term. Research variables The dependent variables of the research coincided with the two factors extracted in the quantitative part. Qualitative Qualitative information extraction was performed through a semi-structured interview of the two teachers participating in the research. Table 1 Basic script of the semi-structured interview for the teachers. What do you think is it the main role played by PE in sport initiation?
What are the main aspects to bear in mind in teaching sports? Is the methodology used important to an optimal sport teaching? What are the strategies to ensure more motivation and capability by students? Why do many students decide to leave sport in adolescence?
What can we do in PE to generate lifelong habits? Open in a separate window. Together they form a unique fingerprint. View full fingerprint. Journal of Teaching in Physical Education , 21 2 , Kirk, D. In: Journal of Teaching in Physical Education.
AU - MacPhail, A. Kirk D , MacPhail A.
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