Volume 12, Issue 23 (9-2022)
JRSM 2022, 12(23): 20-35 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Sabzevari Shahreza F, Parvinpour S, Namazizadeh M. The Effect of Teaching Games for Understanding (TGfU) Approach on Aerobic Endurance, Motor Performance and Promoting Physical Activity Among Ten-year-old Boys. JRSM 2022; 12 (23) :20-35
URL: http://jrsm.khu.ac.ir/article-1-3045-en.html
URL: http://jrsm.khu.ac.ir/article-1-3045-en.html
1- Islamic Azad University of Central Tehran Branch
2- , Kharazmi University of Tehran ,shahabpr@gmail.com
3- , Islamic Azad University Isfahan Khorasgan Branch
2- , Kharazmi University of Tehran ,
3- , Islamic Azad University Isfahan Khorasgan Branch
Abstract: (4826 Views)
The present study aimed to evaluate the effect of teaching games for understanding approach (TGfU) on aerobic endurance, enhancing motor performance and promoting physical activity. To this end, the ten-year-old (mean age=10.2 years, SD 0.7) students in two fourth-grade classes at a school in Sirjan were randomly divided into control and experimental group (N= 22 for each group). First, all participants were given Canadian Agility and Movement Skills Assessment (CAMSA) and Pacer test were taken and their level of physical activity was measured and recorded with a pedometer. The students in the experimental group participated in an intervention program for 36 sessions each for 45 minutes. The participants in the control group followed the usual program. Finally in the end of the intervention, the-second-time- performed tests were given to both groups. Mann-Whitney U test and “Poisson regression analysis” by using GEE method" was used to data analyze. Finally, the same tests were performed after intervention program for both groups. Results indicated that, this approach can play a significant role on agility and movement skills and level of physical activity, while no significant difference was observed on aerobic endurance. The results support the hypothesis that the use of TGfU approach can be effective in facilitating the development of motor performance and improving the level of physical activity among children.
Keywords: aerobic endurance, Teaching Games for Understanding approach, motor performance, physical activity
Type of Study: Research |
Subject:
motor behavior
Received: 2020/09/23 | Accepted: 2021/02/15 | ePublished ahead of print: 2021/02/15 | Published: 2022/09/1
Received: 2020/09/23 | Accepted: 2021/02/15 | ePublished ahead of print: 2021/02/15 | Published: 2022/09/1
References
1. 1. Marcus-Varwijk AE, Peters LL, Visscher TL, Smits CH, Ranchor AV, Slaets JP. Impact of a nurse-led health promotion intervention in an aging population: results from a quasi-experimental study on the "community health consultation offices for seniors". Journal of Aging and Health. 2020 Jan;32(1):83-94. [DOI:10.1177/0898264318804946]
2. Razeghi S, Amiri P, Mohebbi SZ, Kharazifard MJ. Impact of Health Promotion Interventions on Early Childhood Caries Prevention in Children Aged 2-5 Years Receiving Dental Treatment Under General Anesthesia. Frontiers in Public Health. 2020 Feb 26;8:6. [DOI:10.3389/fpubh.2020.00006]
3. Cocca A, Espino Verdugo F, Ródenas Cuenca LT, Cocca M. Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children. International Journal of Environmental Research and Public Health. 2020 Jan;17(13):4883. [DOI:10.3390/ijerph17134883]
4. World Health Organization. Physical activity strategy for the WHO European Region 2016-2025.
5. Durstine JL, Gordon B, Wang Z, Luo X. Chronic disease and the link to physical activity. Journal of Sport and Health Science. 2013 Mar 1;2(1):3-11. [DOI:10.1016/j.jshs.2012.07.009]
6. Baumgartner L, Weberruß H, Oberhoffer-Fritz R, Schulz T. Vascular Structure and Function in Children and Adolescents: What Impact Do Physical Activity, Health-Related Physical Fitness, and Exercise Have?. Frontiers in Pediatrics. 2020;8. [DOI:10.3389/fped.2020.00103]
7. Rainer P, Jarvis S. Fundamental movement skills and their relationship with measures of health-related physical fitness of primary school children prior to secondary school transition: a Welsh perspective. Education 3-13. 2020 Jan 2;48(1):54-65. [DOI:10.1080/03004279.2019.1573264]
8. García-Hermoso A, Alonso-Martinez AM, Ramírez-Vélez R, Izquierdo M. Effects of exercise intervention on health-related physical fitness and blood pressure in preschool children: A systematic review and meta-analysis of randomized controlled trials. Sports Medicine. 2020 Jan;50(1):187-203. [DOI:10.1007/s40279-019-01191-w]
9. Stodden DF, Goodway JD, Langendorfer SJ, Roberton MA, Rudisill ME, Garcia C, Garcia LE. A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest. 2008 May 1;60(2):290-306. [DOI:10.1080/00336297.2008.10483582]
10. Parra LN, Cantó EG, Guillamón AR. Valores de Condición Física relacionada con la Salud en adolescentes de 14 a 17 años; relación con el estado de peso. Retos: nuevas tendencias en educación física, deporte y recreación. 2020(37):215-21.
11. Australian Sports Commission. Active after-school communities-Community coach training program. Canberra: ASC. 2005.
12. Barnett LM, Van Beurden E, Morgan PJ, Brooks LO, Beard JR. Childhood motor skill proficiency as a predictor of adolescent physical activity. Journal of adolescent health. 2009 Mar 1;44(3):252-9 [DOI:10.1016/j.jadohealth.2008.07.004]
13. Lubans, D.R.; Morgan, P.J.; Cliff, D.P.; Barnett, L.M.; Okely, A.D. Fundamental Movement Skills in Children and Adolescents: Review of Associated Health Benefits. Sport Med. 2010, 40, 1019-1035. [DOI:10.2165/11536850-000000000-00000]
14. Clark, J.E. On the Problem of Motor Skill Development. J. Phys. Educ. Recreat. Danc. 2007, 78, 39-44. [DOI:10.1080/07303084.2007.10598023]
15. Fernandez-Prieto I, Gine-Garriga M, Canet OV. Barriers and motivations perceived by adolescents related to physical activity. Qualitative study through discussion groups. Revista espanola de salud publica. 2019 Aug;93.
16. Casey A, Quennerstedt M. "I just remember rugby": Re-membering Physical Education as More Than a Sport. Research Quarterly for Exercise and Sport. 2015 Jan 2;86(1):40-50. [DOI:10.1080/02701367.2014.977430]
17. Hortigüela Alcalá D, Pérez Pueyo Á, Calderón A. Effect of the pedagogical model on the physical self-concept of students in physical education. 2016. [DOI:10.47197/retos.v0i30.36371]
18. Bunker D, Thorpe R. A model for the teaching of games in secondary schools. Bulletin of physical education. 1982;18(1):5-8.
19. Díaz-Cueto M, Hernández-Álvarez JL, Castejón FJ. Teaching games for understanding to in-service physical education teachers: Rewards and barriers regarding the changing model of teaching sport. Journal of Teaching in Physical Education. 2010 Oct 1;29(4):378-98. [DOI:10.1123/jtpe.29.4.378]
20. Metzler M. Instructional models in physical education. Taylor & Francis; 2017 Jun 30. [DOI:10.4324/9781315213521]
21. Harvey S, Jarrett K. A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy. 2014 May 27;19(3):278-300. [DOI:10.1080/17408989.2012.754005]
22. Dyson B, Griffin LL, Hastie P. Sport education, tactical games, and cooperative learning: Theoretical and pedagogical considerations. Quest. 2004 May 1;56(2):226-40. [DOI:10.1080/00336297.2004.10491823]
23. Light R, Tan S. Culture, embodied experience and teachers' development of TGfU in Australia and Singapore. European Physical Education Review. 2006 Feb;12(1):99-117. [DOI:10.1177/1356336X06060659]
24. Robertson S. Investigating the Relationship between Teaching Games for Understanding and High School Physical Education Students' Enjoyment, Self-Efficacy, and Intentions to Enroll. 2016.
25. Sproule J, Ollis S, Gray S, Thorburn M, Allison P, Horton P. Promoting perseverance and challenge in physical education: the missing ingredient for improved games teaching. Sport, Education and Society. 2011 Oct 1;16(5):665-84. [DOI:10.1080/13573322.2011.601149]
26. Griffin LL, Butler J. Teaching games for understanding: Theory, research, and practice. Human Kinetics; 2005. [DOI:10.5040/9781718210424]
27. Mandigo J, Holt N, Anderson A, Sheppard J. Children's motivational experiences following autonomy-supportive games lessons. European Physical Education Review. 2008 Oct;14(3):407-25. [DOI:10.1177/1356336X08095673]
28. Méndez-Giménez A, Fernández-Río J, Casey A. Using the TGFU tactical hierarchy to enhance student understanding of game play. Expanding the Target Games category.(El uso de la jerarquía táctica de TGFU para mejorar la comprensión del juego de los estudiantes. Ampliando la categoría de juegos de diana). Cultura, Ciencia y Deporte. 2012;7(20):135-41. [DOI:10.12800/ccd.v7i20.59]
29. Roberts SJ. Teaching games for understanding: The difficulties and challenges experienced by participation cricket coaches. Physical Education and Sport Pedagogy. 2011 Jan 1;16(1):33-48. [DOI:10.1080/17408980903273824]
30. Hastie PA, Curtner-Smith MD. Influence of a hybrid Sport Education-Teaching Games for Understanding unit on one teacher and his students. Physical Education & Sport Pedagogy. 2006 Feb 1;11(01):1-27. [DOI:10.1080/17408980500466813]
31. Díaz-Cueto M, Hernández-Álvarez JL, Castejón FJ. Teaching games for understanding to in-service physical education teachers: Rewards and barriers regarding the changing model of teaching sport. Journal of Teaching in Physical Education. 2010 Oct 1;29(4):378-98. [DOI:10.1123/jtpe.29.4.378]
32. Hopper T. Teaching games for understanding: The importance of student emphasis over content emphasis. Journal of Physical Education, Recreation & Dance. 2002 Sep 1;73(7):44-8. [DOI:10.1080/07303084.2002.10607847]
33. O'Leary N. Learning informally to use the 'full version'of teaching games for understanding. European Physical Education Review. 2016 Feb;22(1):3-22. [DOI:10.1177/1356336X15586177]
34. Stolz S, Pill S. Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education. European Physical Education Review. 2014 Feb;20(1):36-71. [DOI:10.1177/1356336X13496001]
35. Mesquita I, Farias C, Hastie P. The impact of a hybrid sport education-invasion games competence model soccer unit on students' decision making, skill execution and overall game performance. European Physical Education Review. 2012 Jun;18(2):205-19. [DOI:10.1177/1356336X12440027]
36. Renshaw I, Araújo D, Button C, Chow JY, Davids K, Moy B. Why the constraints-led approach is not teaching games for understanding: A clarification. Physical Education and Sport Pedagogy. 2016 Sep 2;21(5):459-80. [DOI:10.1080/17408989.2015.1095870]
37. Harvey S, Song Y, Baek JH, Van Der Mars H. Two sides of the same coin: Student physical activity levels during a game-centred soccer unit. European Physical Education Review. 2016 Nov;22(4):411-29. [DOI:10.1177/1356336X15614783]
38. Fairclough SJ, Stratton G. A review of physical activity levels during elementary school physical education. Journal of teaching in physical education. 2006 Apr;25(2):240-58. [DOI:10.1123/jtpe.25.2.240]
39. Arnett MG, Lutz RB. Measurement of moderate to vigorous physical activity of middle school girls, using Tritrac activity monitors during small-sided, game-based lessons. Measurement in Physical Education and Exercise Science. 2003 Sep 1;7(3):149-59. [DOI:10.1207/S15327841MPEE0703_02]
40. Harvey S, Jarrett K. A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy. 2014 May 27;19(3):278-300. [DOI:10.1080/17408989.2012.754005]
41. Dania A, Kossyva I, Zounhia K. EFFECTS OF A TEACHING GAMES FOR UNDERSTANDING PROGRAM ON PRIMARY SCHOOL STUDENTS'PHYSICAL ACTIVITY PATTERNS. European Journal of Physical Education and Sport Science. 2017 Mar 17.
42. Smith L, Harvey S, Savory L, Fairclough S, Kozub S, Kerr C. Physical activity levels and motivational responses of boys and girls: A comparison of direct instruction and tactical games models of games teaching in physical education. European Physical Education Review. 2015 Feb;21(1):93-113. [DOI:10.1177/1356336X14555293]
43. Harvey S, Cushion C, Sammon P. Dilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review. 2015 May;21(2):238-56. [DOI:10.1177/1356336X14560773]
44. Mandigo J, Lodewyk K, Tredway J. Examining the impact of a teaching games for understanding approach on the development of physical literacy using the Passport for Life Assessment Tool. Journal of Teaching in Physical Education. 2019 Apr 1;38(2):136-45. [DOI:10.1123/jtpe.2018-0028]
45. Morales-Belando MT, Calderón A, Arias-Estero JL. Improvement in game performance and adherence after an aligned TGfU floorball unit in physical education. Physical Education and Sport Pedagogy. 2018 Nov 2;23(6):657-71. [DOI:10.1080/17408989.2018.1530747]
46. Webb PI, Pearson PJ, Forrest G. Teaching Games for Understanding (TGfU) in primary and secondary physical education.2006.
47. Thorpe R, Bunker D. A changing focus in games education. The place of physical education in schools. 1989:42-71.
48. Thorpe R, Bunker D, Almond L. A change in focus for the teaching of games. InSport Pedagogy. Olympic Scientific Congress Proceedings 1984 Sep (Vol. 6, pp. 163-169).
49. Meredith MD, Welk G, editors. Fitnessgram and Activitygram Test Administration Manual-Updated 4th Edition. Human Kinetics; 2010.
50. Sirard JR, Pate RR. Physical activity assessment in children and adolescents. Sports medicine. 2001 May 1;31(6):439-54. [DOI:10.2165/00007256-200131060-00004]
51. Tudor-Locke C, Williams JE, Reis JP, Pluto D. Utility of pedometers for assessing physical activity. Sports medicine. 2002 Oct 1;32(12):795-808. [DOI:10.2165/00007256-200232120-00004]
52. Schneider PL, Crouter SE, Bassett DR. Pedometer measures of free-living physical activity: comparison of 13 models. Medicine and science in sports and exercise. 2004 Feb 1;36(2):331-5. [DOI:10.1249/01.MSS.0000113486.60548.E9]
53. Larouche R, Lloyd M, Knight E, Tremblay MS. Relationship between active school transport and body mass index in Grades-4-to-6 children. Pediatric exercise science. 2011 Aug 1;23(3):322-30. [DOI:10.1123/pes.23.3.322]
54. Hopper T. Teaching tennis with assessment "for" and "as" learning: A TGfU net/wall example. Physical and Health Education Journal. 2007;73(3):22-8.
55. Mandigo J, Butler J, Hopper T. What is Teaching Games for Understanding? A Canadian. Physical & Health Education Journal. 2007;73:2.
56. Chow JY, Davids KW, Button C, Renshaw I, Shuttleworth R, Uehara LA. Nonlinear pedagogy: implications for teaching games for understanding (TGfU). TGfU: simply good pedagogy: understanding a complex challenge. 2009;1:131-43.
57. Butler J, Oslin J, Mitchell S, Griffin L. The Way Forward for TGfU: Filling the Chasm between Theory and Practice. Physical & Health Education Journal. 2008 Mar 1;74(1).
58. Webb, P., Pearson, P., & McKeen, K. A model for professional development of teaching games for understanding (TgfU) for teachers in Australia..Paper presented at the 3 rd Teaching Games for Understanding International Conference, Hong Kong, December, 2005.
59. Pasek M, Szark-Eckardt M, Wilk B, Zuzda J, Żukowska H, Opanowska M, Kuska M, Dróżdż R, Kuśmierczyk M, Sakłak W, Kupcewicz E. Physical Fitness as Part of the Health and Well-Being of Students Participating in Physical Education Lessons Indoors and Outdoors. International Journal of Environmental Research and Public Health. 2020 Jan;17(1):309. [DOI:10.3390/ijerph17010309]
60. Fawkner S, Henretty J, Knowles AM, Nevill A, Niven A. The influence of maturation, body size and physical self-perceptions on longitudinal changes in physical activity in adolescent girls. Journal of sports sciences. 2014 Feb 25;32(4):392-401. [DOI:10.1080/02640414.2013.825733]
61. Santos-Rocha R, Rieger T, Jimenez A. Europe Active's Essentials of Fitness Instruction. Europe Active. Campaign: Human Kinetics. ISBN Print. 2015.
62. Trajković N, Madić DM, Milanović Z, Mačak D, Padulo J, Krustrup P, Chamari K. Eight months of school-based soccer improves physical fitness and reduces aggression in high-school children. Biology of Sport. 2020 Jun;37(2):185. [DOI:10.5114/biolsport.2020.94240]
63. Mayorga-Vega D, Viciana J, Cocca A. Effects of a circuit training program on muscular and cardiovascular endurance and their maintenance in schoolchildren. Journal of Human Kinetics. 2013 Jun 1;37(1):153-60. [DOI:10.2478/hukin-2013-0036]
64. Nathan S. Coaching school hockey in Malaysia: A exploratory analysis and effect of improvised TGfU pedagogical model on small sided game play. Journal of Physical Education and Sport. 2015 Dec 1;15(4):712.
65. Gabbett T, Jenkins D, Abernethy B. Game-based training for improving skill and physical fitness in team sport athletes. International Journal of Sports Science & Coaching. 2009 Jun;4(2):273-83. [DOI:10.1260/174795409788549553]
66. Reilly T, White C. Small-sided games as an alternative to interval-training for soccer players. Science and football V. 2005 May 27:355-8.
67. Sainz JM, Cabello EN. Biomechanical Analysis of the Load Imposed on Under-19 Soccer Players during Some Typical Football Training Drills. InScience and Football V: The Proceedings of the Fifth World Congress on Sports Science and Football 2005 May 27 (p. 365). Routledge.
68. Blomqvist M, Luhtanen P, Laakso 1 L. Comparison of two types of instruction in badminton. European journal of physical education. 2001 Jan 1;6(2):139-55. [DOI:10.1080/1740898010060206]
69. Harvey S, Cushion CJ, Wegis HM, Massa-Gonzalez AN. Teaching games for understanding in American high-school soccer: A quantitative data analysis using the game performance assessment instrument. Physical Education and Sport Pedagogy. 2010 Jan 1;15(1):29-54. [DOI:10.1080/17408980902729354]
70. Slingerland M, Haerens L, Cardon G, Borghouts L. Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education. European Physical Education Review. 2014 Feb;20(1):20-35. [DOI:10.1177/1356336X13496000]
71. Fu Y, Gao Z, Hannon JC, Burns RD, Brusseau TA. Effect of the SPARK program on physical activity, cardiorespiratory endurance, and motivation in middle-school students. Journal of Physical Activity and Health. 2016 May 1;13(5):534-42. [DOI:10.1123/jpah.2015-0351]
72. Perlman D. The influence of the Sport Education Model on amotivated students' in-class physical activity. European Physical Education Review. 2012 Oct;18(3):335-45. [DOI:10.1177/1356336X12450795]
73. Hastie PA, Trost SG. Student physical activity levels during a season of sport education. Pediatric exercise science. 2002 Feb 1;14(1):64-74. [DOI:10.1123/pes.14.1.64]
74. Sallis JF, McKenzie TL, Alcaraz JE, Kolody B, Faucette N, Hovell MF. The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. Sports, Play and Active Recreation for Kids. American journal of public health. 1997 Aug;87(8):1328-34. [DOI:10.2105/AJPH.87.8.1328]
75. Roberts S, Fairclough S. Observational analysis of student activity modes, lesson contexts and teacher interactions during games classes in high school (11-16 years) physical education. European Physical Education Review. 2011 Jun;17(2):255-68. [DOI:10.1177/1356336X11420222]
Send email to the article author
| Rights and permissions | |
 | This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
