Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial
Different authors have reported on the influence of the Teaching Games for Understanding (TGfU) intervention on game performance and psychosocial variables. This review aimed: (a) to explore the TGfU experimental studies; (b) to compare the effects of the TGfU vs. technical approach pedagogy on game...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-03-01
|
| Series: | Children |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-9067/10/3/573 |
| _version_ | 1797612627973636096 |
|---|---|
| author | Marcos Ortiz Lourdes Meroño María T. Morales-Belando Raquel Vaquero-Cristóbal Noelia González-Gálvez |
| author_facet | Marcos Ortiz Lourdes Meroño María T. Morales-Belando Raquel Vaquero-Cristóbal Noelia González-Gálvez |
| author_sort | Marcos Ortiz |
| collection | DOAJ |
| description | Different authors have reported on the influence of the Teaching Games for Understanding (TGfU) intervention on game performance and psychosocial variables. This review aimed: (a) to explore the TGfU experimental studies; (b) to compare the effects of the TGfU vs. technical approach pedagogy on game performance; and (c) to determine the effect of the TGfU approach on game performance and psychosocial variables (motivational climate, task orientation, perceived competence and enjoyment). This systematic review with meta-analysis adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Four databases (PubMed, WOS, EBSCO and Google scholar metasearch) were searched. Study quality was measured with the Physiotherapy Evidence Database (PEDro) score. Thirteen studies were included. A pooled analysis of all interventions demonstrated a large significant improvement in decision making for TGfU when compared to technical approach pedagogy (SMD = 5.93, I2 = 98%; CI (95%) = 2.15–9.71; <i>p</i> = 0.004) and no differences between groups for skill execution (SMD = 1.70; I2 = 8%; CI (95%) = −5.34–8.73; <i>p</i> = 0.60). The effect of a TGfU intervention on game performance is strong (decision making, execution skills and tactical skills). Moderate evidence is reported by psychosocial variables (motivational climate, task orientation, perception of motivation and achievement in physical education). In addition, it is unclear its effect on perceived competence, enjoyment, knowledge of the game and intention to be physically active. TGfU intervention could be an appropriate approach for males and females in the context of education or sport. There is a need for a greater number of studies. |
| first_indexed | 2024-03-11T06:43:43Z |
| format | Article |
| id | doaj.art-61f2da42eb9d4cfbb07c76f4bd0be475 |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-11T06:43:43Z |
| publishDate | 2023-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-61f2da42eb9d4cfbb07c76f4bd0be4752023-11-17T10:22:10ZengMDPI AGChildren2227-90672023-03-0110357310.3390/children10030573Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control TrialMarcos Ortiz0Lourdes Meroño1María T. Morales-Belando2Raquel Vaquero-Cristóbal3Noelia González-Gálvez4Facultad de Deporte., UCAM Universidad Católica de Murcia, 30107 Murcia, SpainFacultad de Deporte., UCAM Universidad Católica de Murcia, 30107 Murcia, SpainFacultad de Deporte., UCAM Universidad Católica de Murcia, 30107 Murcia, SpainFacultad de Deporte., UCAM Universidad Católica de Murcia, 30107 Murcia, SpainFacultad de Deporte., UCAM Universidad Católica de Murcia, 30107 Murcia, SpainDifferent authors have reported on the influence of the Teaching Games for Understanding (TGfU) intervention on game performance and psychosocial variables. This review aimed: (a) to explore the TGfU experimental studies; (b) to compare the effects of the TGfU vs. technical approach pedagogy on game performance; and (c) to determine the effect of the TGfU approach on game performance and psychosocial variables (motivational climate, task orientation, perceived competence and enjoyment). This systematic review with meta-analysis adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Four databases (PubMed, WOS, EBSCO and Google scholar metasearch) were searched. Study quality was measured with the Physiotherapy Evidence Database (PEDro) score. Thirteen studies were included. A pooled analysis of all interventions demonstrated a large significant improvement in decision making for TGfU when compared to technical approach pedagogy (SMD = 5.93, I2 = 98%; CI (95%) = 2.15–9.71; <i>p</i> = 0.004) and no differences between groups for skill execution (SMD = 1.70; I2 = 8%; CI (95%) = −5.34–8.73; <i>p</i> = 0.60). The effect of a TGfU intervention on game performance is strong (decision making, execution skills and tactical skills). Moderate evidence is reported by psychosocial variables (motivational climate, task orientation, perception of motivation and achievement in physical education). In addition, it is unclear its effect on perceived competence, enjoyment, knowledge of the game and intention to be physically active. TGfU intervention could be an appropriate approach for males and females in the context of education or sport. There is a need for a greater number of studies.https://www.mdpi.com/2227-9067/10/3/573models-based practicemodified gamespedagogical approachespedagogical modelsphysical educationsports pedagogy |
| spellingShingle | Marcos Ortiz Lourdes Meroño María T. Morales-Belando Raquel Vaquero-Cristóbal Noelia González-Gálvez Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial Children models-based practice modified games pedagogical approaches pedagogical models physical education sports pedagogy |
| title | Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial |
| title_full | Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial |
| title_fullStr | Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial |
| title_full_unstemmed | Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial |
| title_short | Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial |
| title_sort | teaching games for understanding in game performance and psychosocial variables systematic review and meta analysis of randomized control trial |
| topic | models-based practice modified games pedagogical approaches pedagogical models physical education sports pedagogy |
| url | https://www.mdpi.com/2227-9067/10/3/573 |
| work_keys_str_mv | AT marcosortiz teachinggamesforunderstandingingameperformanceandpsychosocialvariablessystematicreviewandmetaanalysisofrandomizedcontroltrial AT lourdesmerono teachinggamesforunderstandingingameperformanceandpsychosocialvariablessystematicreviewandmetaanalysisofrandomizedcontroltrial AT mariatmoralesbelando teachinggamesforunderstandingingameperformanceandpsychosocialvariablessystematicreviewandmetaanalysisofrandomizedcontroltrial AT raquelvaquerocristobal teachinggamesforunderstandingingameperformanceandpsychosocialvariablessystematicreviewandmetaanalysisofrandomizedcontroltrial AT noeliagonzalezgalvez teachinggamesforunderstandingingameperformanceandpsychosocialvariablessystematicreviewandmetaanalysisofrandomizedcontroltrial |