Sports teaching through triadic games. Impact on motivation, basic psychological needs, and practice intentions
DOI:
https://doi.org/10.47197/retos.v75.117851Keywords:
Game-centred approach, paradox, Physical Education, secondary education, tactical games modelAbstract
Introduction: Within student-centred approaches to sports education, such as Tactical Games Model (TGM), altering elements of modified games, like the number of players, is very important. However, modifications have always followed the classical dual structure (1 vs 1). Triadic games represent a step forward. They include the uncertain relationship between three players/teams that play the game.
Objective: Based on this idea, the aim of the study was to compare the impact of two intervention programmes (dual vs triadic) in motivation, basic psychological needs, and intention to be physically active on secondary students.
Methodology: The games, both dual and triadic, were modified according to the tactical problems that were intended to be worked on (e.g., under the tactical problem of maintaining possession of the ball, different possession games were played). A quasi-experimental design, pre-test, post-test, was followed. 268 students were assigned to an experimental group (n = 131), which experienced triadic games, and a comparison group (n = 137), which experienced dual games. The data obtained were analysed using a MANOVA (intervention phase: pre-test and post-test).
Results: The results showed very similar effects of both intervention programs.
Discussion: These findings follow the line of previous research focus on dual games and create a first approach to the triadic game, providing evidence of its usefulness despite its greater complexity.
Conclusions: Triadic games can be a useful tool within school sports education.
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