Differences between the technical-traditional model and the Teaching Games for Understanding model on motivation and commitment of young athletes: a cross-sectional study

Authors

  • Sergio Diloy-Peña Facultad de Ciencias de la Salud y del Deporte, Grupo de Investigación EFYPAF “Educación Física y Promoción de la Actividad Física”, Universidad de Zaragoza http://orcid.org/0000-0003-1357-9771
  • Javier Sevil-Serrano Facultad de Ciencias de la Salud y del Deporte, Grupo de Investigación EFYPAF “Educación Física y Promoción de la Actividad Física”, Universidad de Zaragoza https://orcid.org/0000-0002-2077-1983
  •  Ángel Abós Facultad de Ciencias Sociales y Humanas. Grupo de Investigación EFYPAF “Educación Física y Promoción de la Actividad Física”, Universidad de Zaragoza. https://orcid.org/0000-0002-1543-5109
  • María Sanz-Remacha Facultad de Ciencias de la Salud y del Deporte, Grupo de Investigación EFYPAF “Educación Física y Promoción de la Actividad Física”, Universidad de Zaragoza https://orcid.org/0000-0002-4950-9487
  • Luis García-González Facultad de Ciencias de la Salud y del Deporte, Grupo de Investigación EFYPAF “Educación Física y Promoción de la Actividad Física”, Universidad de Zaragoza https://orcid.org/0000-0001-8115-0649

DOI:

https://doi.org/10.47197/retos.v44i0.88787

Keywords:

futsal, technical model, teaching games for understanding, self-determination theory, sport commitment.

Abstract

The implementation by the coach of pedagogical models focused on the understanding has been associated with an improvement in the motivational process of athletes. However, there is a limited number of studies that have compared different pedagogical models on motivational outcomes in young athletes. Therefore, guided by self-determination theory, this study aimed to examine, at the end of the season, the differences perceived by youth players from two different teams about need-supportive and need-thwarting, need-satisfaction and need-frustration, motivation, sport commitment, and enjoyment. During the season, one coach designed his trainings with a technical-traditional model, while the other coach based his trainings on a comprehensive model, also known as teaching games for understanding (TGfU). A total of 23 youth futsal players (M= 16.42±0.50; 100% boys), belonging to two different U-18 teams, participated in this cross-sectional study. Players who received a TGfU model during the season perceived significantly higher values in coach autonomy support, need satisfaction, and self-determined motivation, and lower values in need frustration, compared to those who received a technical-traditional model. Considering these findings, it seems important to develop coach TGfU training to enhance the motivation of young players.

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Published

2022-04-01

How to Cite

Diloy-Peña, S., Sevil-Serrano, J., Abós, Ángel, Sanz-Remacha, M., & García-González, L. (2022). Differences between the technical-traditional model and the Teaching Games for Understanding model on motivation and commitment of young athletes: a cross-sectional study. Retos, 44, 421–432. https://doi.org/10.47197/retos.v44i0.88787

Issue

Vol. 44 (2022)

Section

Original Research Article

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Copyright (c) 2021 Sergio Diloy-Peña, Javier Sevil-Serrano,  Ángel Abós, María Sanz-Remacha, Luis García-González

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