Application of the teaching games for understanding model to improve decision-making in sport learning: a systematic review and meta-analysis.

IF 2.7 3区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY BMC Psychology Pub Date : 2024-12-25 DOI:10.1186/s40359-024-02307-2

Gabriel González-Valero, José Luis Ubago-Jiménez, Eduardo Melguizo-Ibáñez, Rubén Fernández-García

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Abstract

Background: Issues related to sport teaching at different educational stages is a subject of wide interest. Teaching Games for Understanding has been established as the most effective way to teach students the elements related to the field of sport. The objectives of this study were (a) to examine the impact of the Teaching Games for Understanding model on decision-making in sports education and (b) to compare the effect of the interventions analysed according to educational stage.

Method: A systematic review and meta-analysis of studies published before August 2024 was conducted. A total of 4937 scientific studies were obtained. The quantitative synthesis consisted of 25 scientific articles (n = 1692). The studies were analyzed using three-level random effects models with variance estimation. Results were calculated as raw mean differences and Hedges' g effect sizes.

Results: This model is suitable for decision-making in sports education (g = 0.82; CI 95% = [0.55; 1.09]). This pedagogical model was also found to be effective for working on decision-making in primary education (g = 0.6108; CI 95% = [0.3587; 0.8628]), secondary education (g = 0.7523; CI 95% = [0.2348; 1.2706]) and higher education (g = 0.8803 [CI 95% = 0.2851 to 1.4855]).

Conclusions: Teaching games for understanding effectively addresses decision-making during sports learning. In addition, this pedagogical model is effective for facilitating decision-making according to the role and the moment of the game. The use of this model enables effective technical-tactical learning to solve various problematic actions in real game situations.

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运用教学游戏理解模式改善运动学习决策：系统回顾与元分析。

背景：不同教育阶段的体育教学问题是一个广泛关注的课题。教学游戏的理解已经确立为最有效的方式来教学生有关的运动领域的元素。本研究的目的是(a)检验理解游戏教学模式对体育教育决策的影响，(b)比较按教育阶段分析的干预措施的效果。方法：对2024年8月前发表的研究进行系统回顾和meta分析。共获得4937项科学研究。定量综合包括25篇科学论文（n = 1692）。采用方差估计的三水平随机效应模型对研究进行分析。结果以原始平均差异和Hedges效应大小计算。结果：该模型适用于体育教育决策(g = 0.82；Ci 95% = [0.55；1.09])。这种教学模式也被发现对小学教育决策工作有效(g = 0.6108；Ci 95% = [0.3587；0.8628])，中等教育(g = 0.7523；Ci 95% = [0.2348；1.2706])和高等教育（g = 0.8803 [CI 95% = 0.2851 ~ 1.4855]）。结论：理解游戏教学有效地解决了运动学习中的决策问题。此外，这种教学模式对于促进根据角色和游戏时刻做出决策是有效的。使用这个模型可以有效地进行技战术学习，以解决现实游戏情境中的各种问题行动。

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来源期刊

BMC Psychology Psychology-Psychology (all)

CiteScore

3.90

自引率

2.80%

发文量

265

审稿时长

24 weeks

期刊介绍： BMC Psychology is an open access, peer-reviewed journal that considers manuscripts on all aspects of psychology, human behavior and the mind, including developmental, clinical, cognitive, experimental, health and social psychology, as well as personality and individual differences. The journal welcomes quantitative and qualitative research methods, including animal studies.