Next Article in Journal
The Wildman Programme. A Nature-Based Rehabilitation Programme Enhancing Quality of Life for Men on Long-Term Sick Leave: Study Protocol for a Matched Controlled Study In Denmark
Next Article in Special Issue
The Role of Family Time Together in Meeting the Recommendation for Physical Activity among Primary School Children
Previous Article in Journal
Worldwide Research Trends on Medicinal Plants
Previous Article in Special Issue
Personal and Social Responsibility Programme Effects, Prosocial Behaviours, and Physical Activity Levels in Adolescents and Their Families
Open AccessArticle

Effects of Two TGfU Lessons Period on Game Performance, Knowledge and Psychosocial Variables in Elementary Physical Education

Facultad de Deporte, UCAM Universidad Católica San Antonio de Murcia, 30107 Murcia, Spain
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(10), 3378; https://doi.org/10.3390/ijerph17103378
Received: 6 April 2020 / Revised: 2 May 2020 / Accepted: 11 May 2020 / Published: 12 May 2020
The purpose of the present work was to explore whether fourth-grade physical education students improved their game performance, knowledge and psychosocial variables with Teaching Games for Understanding (TGfU) to a greater extent after an eight-lesson period in comparison to a 14-lesson period. The study followed a mixed-methods approach in which the design consisted of a first assessment, a second assessment after Lesson 9 (eight-lesson period) and a third assessment after Lesson 16 (14-lesson period). A TGfU floorball intervention was carried out between assessments. The participants (n = 40) were in their fourth year of elementary education. According to students’ background and setting, we decided to implement three broad and interrelated strategies to enact the intervention built on the TGfU pedagogical features. Data were collected through Game Performance Assessment Instrument, knowledge questionnaire, enjoyment, perceived competence and intention to be physically active scales and semi-structured interviews. Quantitatively, Friedman’s χ2 was used to explore differences in the variables and Wilcoxon’s Z post-hoc comparisons were performed to determine: (a) first–second and first–third assessment differences; and (b) second–third assessment differences. Qualitatively, data were open and axial coded line-by-line and incident-to-incident in sub-themes. The quantitative results show no significant differences between the two periods (p > 0.05). However, there were improvements after both periods compared with the first assessment (p < 0.05). The qualitative information supported that the pedagogical strategies implemented could be key to explain the similarities between the two practice volumes. In conclusion, the amount of practice should not be considered as the only variable in the design of interventions with TGfU. View Full-Text
Keywords: sport pedagogy; TGfU; tactics; PETE; teaching–learning contexts; pedagogical models; physical activity sport pedagogy; TGfU; tactics; PETE; teaching–learning contexts; pedagogical models; physical activity
MDPI and ACS Style

Arias-Estero, J.L.; Jaquero, P.; Martínez-López, A.N.; Morales-Belando, M.T. Effects of Two TGfU Lessons Period on Game Performance, Knowledge and Psychosocial Variables in Elementary Physical Education. Int. J. Environ. Res. Public Health 2020, 17, 3378.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop