Application of the teaching games for understanding model to improve decisionmaking in sport learning: a systematic review and meta-analysis
Identificadores
URI: https://hdl.handle.net/10481/101723Metadatos
Mostrar el registro completo del ítemAutor
González Valero, Gabriel; Ubago Jiménez, José Luis; Melguizo-Ibáñez, Eduardo; Fernández García, RubénMateria
Teaching games for understanding Decision making systematic review meta-analysis Educational Stages
Fecha
2024-12Resumen
Background Issues related to sport teaching at different educational stages is a subject of wide interest. Teaching
Games for Understanding has been established as the most effective way to teach students the elements related
to the field of sport. The objectives of this study were (a) to examine the impact of the Teaching Games for
Understanding model on decision-making in sports education and (b) to compare the effect of the interventions
analysed according to educational stage.
Method A systematic review and meta-analysis of studies published before August 2024 was conducted. A total
of 4937 scientific studies were obtained. The quantitative synthesis consisted of 25 scientific articles (n = 1692). The
studies were analyzed using three-level random effects models with variance estimation. Results were calculated as
raw mean differences and Hedges’ g effect sizes.
Results This model is suitable for decision-making in sports education (g = 0.82; CI 95% = [0.55; 1.09]). This
pedagogical model was also found to be effective for working on decision-making in primary education (g = 0.6108;
CI 95% = [0.3587; 0.8628]), secondary education (g = 0.7523; CI 95% = [0.2348; 1.2706]) and higher education
(g = 0.8803 [CI 95% = 0.2851 to 1.4855]).
Conclusions Teaching games for understanding effectively addresses decision-making during sports learning. In
addition, this pedagogical model is effective for facilitating decision-making according to the role and the moment of
the game. The use of this model enables effective technical-tactical learning to solve various problematic actions in
real game situations.