Produção científica sobre aplicação de modelos abrangentes em esportes em rede: uma revisão sistemática
DOI:
https://doi.org/10.47197/retos.v52.102247Palavras-chave:
TGfU, Game Sense, Tactical Games Approach, Teaching, Internal Logic, Motor Praxiology, Motor Conduct, Motor Action TheoryResumo
O objetivo desta revisão sistemática foi analisar a produção científica sobre os efeitos da aplicação de modelos abrangentes nas dimensões do Comportamento Motor em esportes em rede. Seguindo os critérios PRISMA, esta revisão considerou apenas estudos aplicados sobre esportes em rede escritos em inglês, espanhol ou português nas bases de dados SportDiscuss, Scopus, ERIC e Web of Science, publicados entre 2011 e 2021. Um total de 12 artigos que atenderam aos critérios de inclusão foram incorporados a esta análise. Os estudos abrangeram as dimensões afetiva, cognitiva e orgânica, mas não foram identificados artigos sobre a dimensão relacional. Os resultados revelaram que os modelos abrangentes influenciaram positivamente a dimensão cognitiva, melhorando a tomada de decisões e a compreensão tática em comparação com os métodos tradicionais de ensino. Além disso, na dimensão orgânica, os modelos abrangentes demonstraram melhorias significativas na execução de competências, enquanto, na dimensão afetiva, promoveram resultados positivos relacionados com a motivação e a diversão. Contudo, a ligação entre as dimensões afetiva, orgânica e relacional com o processo de compreensão do jogo e melhoria da tomada de decisão nos desportos em rede permanece inexplorada.
Palavras-chave: TGfU. GameSense. Abordagem de Jogos Táticos. Ensino. Lógica Interna. Praxiologia Motora. Comportamento Motor. Teoria da Ação Motora.
Referências
Abad-Robles, M. T., Collado-Mateo, D., Fernández-Espínola, C., Castillo-Viera, E., & Giménez-Fuentes-Guerra, F. J. (2020). Effects of Teaching Games on Decision Making and Skill Execution: A Systematic Review and Meta‐Analysis. https://doi.org/10.3390/ijerph17020505
Almond, L. (2015). Rethinking Teaching Games for Understanding. Agora para la educación física y el deporte, 1, 15–25.
Batez, M., Petrušič, T., Bogataj, Š., & Trajković, N. (2021). Effects of teaching program based on teaching games for understanding model on volleyball skills and enjoyment in secondary school students. Sustainability (Switzerland), 13(2), 1–7. https://doi.org/10.3390/su13020606
Butler, J. (1997). How Would Socrates Teach Games? A Constructivist Approach. Journal of Physical Education, Recrea-tion & Dance, 68(9), 42–47. https://doi.org/10.1080/07303084.1997.10605029
Chatzipanteli, A., Digelidis, N., Karatzoglidis, C., & Dean, R. (2014). A tactical-game approach and enhancement of metacognitive behaviour in elementary school students. Physical Education and Sport Pedagogy, 21(2), 169–184. https://doi.org/10.1080/17408989.2014.931366
Chu, T. L. (Alan), & Zhang, T. (2018). Motivational processes in Sport Education programs among high school stu-dents: A systematic review. European Physical Education Review, 24(3), 372–394. https://doi.org/10.1177/1356336X17751231
Clark, M. E., McEwan, K., & Christie, C. J. (2019). The effectiveness of constraints-led training on skill development in interceptive sports: A systematic review. International Journal of Sports Science & Coaching, 14(2), 229–240. https://doi.org/10.1177/1747954118812461
Clemente, F. M. (2012). Princípios Pedagógicos dos Teaching Games for Understanding e da Pedagogia Não-Linear no Ensino da Educação Física. Movimento, 315–335. https://doi.org/10.22456/1982-8918.27495
Contreras-Jordán, O. R., García, L. M. L., Campo, D. G. D. del, Díaz, M. S. del V., & Rubio, R. M. A. (2007). Ini-ciación a los deportes de raqueta. La enseñanza de los deportes de red y muro desde un enfoque constructivista. Paidotribo. https://dialnet.unirioja.es/servlet/libro?codigo=274426
Davids, K., Araújo, D., Seifert, L., & Orth, D. (2015). Expert Performance in Sport. In J. Baker (Ed.), Routledge Hand-book of Sport Expertise (1st ed., pp. 130–144). Routledge. https://doi.org/10.4324/9781315776675-12
Dyson, B., & Grineski, S. (2001). Using Cooperative Learning Structures in Physical Education. Journal of Physical Edu-cation, Recreation & Dance, 72(2), 28–31. https://doi.org/10.1080/07303084.2001.10605831
Fagundes, F. M., & Ribas, J. F. M. (2020). Princípios pedagógicos do modelo teaching games for understanding: Uma visão praxiológica sobre o ensino para compreensão do esporte. Motrivivência, 32(62), 01–22. https://doi.org/10.5007/2175-8042.2020e67040
Fernández-Espínola, C., Abad Robles, M. T., & Giménez Fuentes-Guerra, F. J. (2020). Small-Sided Games as a Methodological Resource for Team Sports Teaching: A Systematic Review. International Journal of Environmental Re-search and Public Health, 17(6), E1884. https://doi.org/10.3390/ijerph17061884
García-Castejón, G., Camerino, O., Castañer, M., Manzano-Sánchez, D., Jiménez-Parra, J. F., & Valero-Valenzuela, A. (2021). Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsi-bility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods. Children, 8(7), Article 7. https://doi.org/10.3390/children8070573
García-González, L., Abós, Á., Diloy-Peña, S., Gil-Arias, A., & Sevil-Serrano, J. (2020). Can a Hybrid Sport Educa-tion/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Exami-nation into a Set of Motivation-Related Variables. Sustainability, 12(15), 6170. https://doi.org/10.3390/su12156170
Gil-Arias, A., Claver, F., Práxedes, A., Villar, F. D., & Harvey, S. (2018). Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understand-ing/sport education unit. European Physical Education Review, 26(1), 36–53. https://doi.org/10.1177/1356336X18816997
Gil-Arias, A., Diloy-Peña, S., Sevil-Serrano, J., García-González, L., & Abós, Á. (2021). A Hybrid TGfU/SE Volley-ball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. International Jour-nal of Environmental Research and Public Health, 18(1), 110. https://doi.org/10.3390/ijerph18010110
Graça, A., & Mesquita, I. (2007). A investigação sobre os modelos de ensino dos jogos desportivos. Revista Portuguesa de Ciências do Desporto, 7(3), 22.
Hodges, M., Wicke, J., & Flores-Marti, I. (2018). Tactical Games Model and Its Effects on Student Physical Activity and Gameplay Performance in Secondary Physical Education. Physical Educator, 75(1), 99–115. https://doi.org/10.18666/TPE-2018-V75-I1-7551
Huhtiniemi, M., Sääkslahti, A., Watt, A., & Jaakkola, T. (2019). Associations among Basic Psychological Needs, Mo-tivation and Enjoyment within Finnish Physical Education Students. Journal of Sports Science & Medicine, 18(2), 239–247.
Kinnerk, P., Harvey, S., MacDonncha, C., & Lyons, M. (2018). A Review of the Game-Based Approaches to Coach-ing Literature in Competitive Team Sport Settings. Quest, 70(4), 401–418. https://doi.org/10.1080/00336297.2018.1439390
Kirk, D., Brooker, R., & Braiuka, S. (2000). Teaching Games for Understanding: A Situated Perspective on Student Learning. https://eric.ed.gov/?id=ED442761
Kirk, D., & MacPhail, A. (2002). Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model. Journal of Teaching in Physical Education, 21(2), 177–192. https://doi.org/10.1123/jtpe.21.2.177
Lacasa Claver, E., Salas Santandreu, C., & Torrents Martin, C. (2021). Pádel: Una mirada compleja, dinámica y no lineal en la iniciación deportiva y el entrenamiento (Paddle-tennis: a complex, dynamic and non-linear approach for teaching-learning processes and training). Retos, 41, 354–361. https://doi.org/10.47197/retos.v0i41.81320
Lavega, P., Aráujo, P., & Jaqueira, A. R. (2013). Teaching motor and emotional competencies in university students. (Enseñar competencias motrices y emocionales en estudiantes universitarios). Cultura, Ciencia y Deporte, 5–15. https://doi.org/10.12800/ccd.v8i22.219
Lavega-Burgués, P. (2007). El juego motor y la pedagogía de las conductas motrices motor games and pedagogy of motor conducts. Conexões, 5(1), Article 1. https://doi.org/10.20396/conex.v5i1.8637977
Lavega-Burgués, P. (2018). EDUCAR CONDUCTAS MOTRICES. RETO NECESARIO PARA UNA EDUCACIÓN FÍSICA MODERNA. Acción Motriz, 20(1), Article 1.
Lavega-Burgués, P., Luchoro-Parrilla, R. A., Serna, J., Salas-Santandreu, C., Aires-Araujo, P., Rodríguez-Arregi, R., Muñoz-Arroyave, V., Ensenyat, A., Damian-Silva, S., Machado, L., Prat, Q., Sáez de Ocáriz, U., Rillo-Albert, A., Martín-Martínez, D., & Pic, M. (2020). Enhancing Multimodal Learning Through Traditional Sporting Games: Marro360°. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01384
Liu, H., Wang, W., He, Y., & Hastie, P. (2020b). The Impact of Play Practice on Chinese Physical Education Pre-Service Teachers Badminton Content Knowledge. The Asian Journal of Kinesiology, 22(3), 7. https://doi.org/10.15758/ajk.2020.22.3.17
Liu, H., Wang, W., Zhang, C., & Hastie, P. A. (2020a). College Students’ Development of Badminton Skills and Tac-tical Competencies Following Play Practice. Journal of Teaching in Physical Education, 40(2), 284–292. https://doi.org/10.1123/jtpe.2019-0292
Lockwood, C., Munn, Z., & Porritt, K. (2015). Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence-Based Healthcare, 13(3), 179–187. https://doi.org/10.1097/XEB.0000000000000062
Maher, C. G., Sherrington, C., Herbert, R. D., Moseley, A. M., & Elkins, M. (2003). Reliability of the PEDro scale for rating quality of randomized controlled trials. Physical Therapy, 83(8), 713–721.
Martínez-Santos, R., Founaud, M. P., Aracama, A., & Oiarbide, A. (2020). Sports Teaching, Traditional Games, and Understanding in Physical Education: A Tale of Two Stories. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.581721
Martín-Martínez, D., Lavega-Burgués, P., Salas-Santandreu, C., Duran-Delgado, C., Prat, Q., Damian-Silva, S., Ma-chado, L., Aires-Araujo, P., Muñoz-Arroyave, V., Lapuente-Sagarra, M., Serna, J., & Pic, M. (2021). Relation-ships, Decisions, and Physical Effort in the Marro Traditional Sporting Game: A Multimodal Approach. Internation-al Journal of Environmental Research and Public Health, 18(20), Article 20. https://doi.org/10.3390/ijerph182010832
Memmert, D., & Harvey, S. (2008). The Game Performance Assessment Instrument (GPAI): Some Concerns and Solutions for Further Development. Journal of Teaching in Physical Education, 27(2), 220–240. https://doi.org/10.1123/jtpe.27.2.220
Menezes-Fagundes, F., Ribas, J. F. M., Salas-Santandreu, C., & Lavega-Burgués, P. (2021). Teaching for understand-ing the internal logic of sports: A perspective based on Teaching Games for Understanding and Motor Praxiology. Movimento, 27. https://doi.org/10.22456/1982-8918.116643
Miller, A. (2015). Games Centered Approaches in Teaching Children & Adolescents: Systematic Review of Associated Student Outcomes. Journal of Teaching in Physical Education, 34(1), 36–58. https://doi.org/10.1123/jtpe.2013-0155
Muñoz-Arroyave, V., Pic, M., Luchoro-Parrilla, R., Serna, J., Salas-Santandreu, C., Damian-Silva, S., Machado, L., Rodríguez-Arregi, R., Prat, Q., Duran-Delgado, C., & Lavega-Burgués, P. (2021). Promoting Interpersonal Rela-tionships through Elbow Tag, a Traditional Sporting Game. A Multidimensional Approach. Sustainability, 13(14), Article 14. https://doi.org/10.3390/su13147887
Nathan, S. (2016). Badminton instructional in Malaysian schools: A comparative analysis of TGfU and SDT pedagogi-cal models. SpringerPlus, 5(1), 1215. https://doi.org/10.1186/s40064-016-2872-3
Ortiz Gómez, O. R., Nuñez Enriquez, O., Candía Luján, R., Nájera Longoria, R. J., Valenzuela Jurado, F., & Santos Sambrano, G. (2023). Teaching Games for Understanding (TGfU) un método de enseñanza comprensiva en edu-cación física: Revi-sión Sistemática de los últimos 5 años (Teaching Games for Understanding (TGfU) as compre-hensive teaching method in physical education: System-atic review of the last 5 years). Retos, 48, 374–379. https://doi.org/10.47197/retos.v48.97137
Ortiz, M., Meroño, L., Morales-Belando, M. T., Vaquero-Cristóbal, R., & González-Gálvez, N. (2023). Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial. Children, 10(3), 573. https://doi.org/10.3390/children10030573
Ouellette, J. (2004). A Message from NASPE Sport Structures: Principles of Play for Soccer. Strategies, 17(3), 26–26. https://doi.org/10.1080/08924562.2004.10591082
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Parlebas, P. (2001). Juegos, deporte y sociedades: Léxico de praxiología motriz (1a ed., 2a reimp.). Paidotribo.
Parlebas, P. (2020). The Universals of Games and Sports. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.593877
Renshaw, I., Araújo, D., Button, C., Chow, J. Y., Davids, K., & Moy, B. (2016). Why the Constraints-Led Approach is not Teaching Games for Understanding: A clarification. Physical Education and Sport Pedagogy, 21(5), 459–480. https://doi.org/10.1080/17408989.2015.1095870
Rillo-Albert, A., Lavega-Burgués, P., Prat, Q., Costes, A., Muñoz-Arroyave, V., & Sáez de Ocáriz, U. (2021). The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model. International Journal of Environmental Research and Public Health, 18(3), Article 3. https://doi.org/10.3390/ijerph18031071
Rocha, A. C. R., Castro, H. de O., Freire, A. B., Faria, B. C., Mitre, G. P., Fonseca, F. de S., Lima, C. O. V., & Costa, G. D. C. T. (2020). Analysis of the small-sided games in volleyball: An ecological approach. Revista Brasileira de Cineantropometria & Desempenho Humano, 22, e70184. https://doi.org/10.1590/1980-0037.2020v22e70184
Rocha, A. C. R., Freire, A. B., Silva Junior, A. B. da, Martins, L. R., Maia, M. P., Mitre, G. P., Castro, H. de O., & Costa, G. D. C. T. (2020a). How context influences the tactical-technical behavior of learners: The case of volley-ball. Revista Brasileira de Cineantropometria & Desempenho Humano, 22, e59461. https://doi.org/10.1590/1980-0037.2020v22e59461
Sarruge, C. L., Ginciene, G., & Impolcetto, F. M. (2020). Teaching the logic of volleyball: A proposal from Teaching Games for Understanding and the use of technologies. Movimento (ESEFID/UFRGS), 26, e26006. https://doi.org/10.22456/1982-8918.90766
Serna, J., Arroyave, V. M., Burgués, P. L., & Llanes, J. M. (2022). Decisional analysis of finishing in basketball. Cultu-ra, Ciencia y Deporte, 17(53), Article 53. https://doi.org/10.12800/ccd.v17i53.1896
Sgrò, F., Coppola, R., Schembri, R., & Lipoma, M. (2021). The effects of a tactical games model unit on students’ volleyball performances in elementary school. European Physical Education Review, 27(4), 1000–1013. https://doi.org/10.1177/1356336X211005806
Shen, Y., & Shao, W. (2022). Influence of Hybrid Pedagogical Models on Learning Outcomes in Physical Education: A Systematic Literature Review. International Journal of Environmental Research and Public Health, 19(15), Article 15. https://doi.org/10.3390/ijerph19159673
Thorpe, R., Bunker, D., & Almond, L. (1986). Rethinking games teaching. Loughborough: University of Technology.
Tufanaru C, Munn Z, Aromataris E, Campbell J, Hopp L. (2020). Systematic reviews of effectiveness. In: Aromataris E, Munn Z (Editors). https://jbi-global-wiki.refined.site/space/MANUAL/4688621/Chapter+3%3A+Systematic+reviews+of+effectiveness
Zhang, P., Ward, P., Li, W., Sutherland, S., & Goodway, J. (2012). Effects of Play Practice on Teaching Table Tennis Skills. Journal of Teaching in Physical Education, 31(1), 71–85. https://doi.org/10.1123/jtpe.31.1.71
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2023 Retos
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
