What question did this study set out to answer?

To review and evaluate the implementation, curricular scope, and learning outcomes of the Teaching Games for Understanding model in school physical education from 2014 to 2019.

May 11, 2020International Journal of Environmental Research and Public HealthOpen Access

The Application of the Teaching Games for Understanding in Physical Education. Systematic Review of the Last Six Years

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Authors

RBRaúl A. Barba-MartínUniversidad de León DBDaniel Bores‐GarcíaUniversidad Rey Juan Carlos DADavid Hortigüela AlcaláUniversidad de Burgos

Discussion

Member takes

Implication

Systematic review reveals brief intervention durations and motor-cognitive focus in school physical education, suggesting longer programs are needed for meaningful pedagogical outcomes.

Key Points

To review and evaluate the implementation, curricular scope, and learning outcomes of the Teaching Games for Understanding model in school physical education from 2014 to 2019.
Conducted a systematic search across four scientific databases following PRISMA guidelines and PICO strategy.
Identified and evaluated 12 articles against eight specific criteria covering study design, participant education level, intervention duration, curricular content, and learning environment.
Studies evenly utilized quantitative, qualitative, and mixed-methods designs across primary and secondary education, focusing on tactics, decision-making, and physical activity while underrepresenting general motor skills and body expression.
Most evaluated pedagogical interventions were executed over durations too brief to produce substantial or lasting learning gains.

Cite This Study

Barba-Martín et al. (2020) studied this question.

synapsesocial.com/papers/6a090dd273218fa1919d25b7 https://doi.org/10.3390/ijerph17093330

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May 11, 2020International Journal of Environmental Research and Public HealthOpen Access

The Application of the Teaching Games for Understanding in Physical Education. Systematic Review of the Last Six Years

View Full Paper

Ask AI

Bookmark

Authors

RBRaúl A. Barba-MartínUniversidad de León DBDaniel Bores‐GarcíaUniversidad Rey Juan Carlos DADavid Hortigüela AlcaláUniversidad de Burgos

Discussion

Member takes

Implication

Systematic review reveals brief intervention durations and motor-cognitive focus in school physical education, suggesting longer programs are needed for meaningful pedagogical outcomes.

Key Points

To review and evaluate the implementation, curricular scope, and learning outcomes of the Teaching Games for Understanding model in school physical education from 2014 to 2019.
Conducted a systematic search across four scientific databases following PRISMA guidelines and PICO strategy.
Identified and evaluated 12 articles against eight specific criteria covering study design, participant education level, intervention duration, curricular content, and learning environment.
Studies evenly utilized quantitative, qualitative, and mixed-methods designs across primary and secondary education, focusing on tactics, decision-making, and physical activity while underrepresenting general motor skills and body expression.
Most evaluated pedagogical interventions were executed over durations too brief to produce substantial or lasting learning gains.

Cite This Study

Barba-Martín et al. (2020) studied this question.

synapsesocial.com/papers/6a090dd273218fa1919d25b7 https://doi.org/10.3390/ijerph17093330

Also Consider

Synapse has enriched 3 closely related papers on similar clinical questions. Consider them for comparative context:

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