Exploring Game Performance and Game Involvement: Effects of a Sport Education Season and a Combined Sport Education—Teaching Games for Understanding Unit

in Journal of Teaching in Physical Education

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Eva GuijarroUniversity of Castilla-La Mancha

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Ann MacPhailUniversity of Limerick

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Natalia María Arias-PalenciaUniversity of Castilla-La Mancha

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Sixto González-VílloraUniversity of Castilla-La Mancha

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Purpose: The purpose of this study was to establish any difference in terms of game performance and game involvement using Sport Education (SE) or a combined use of SE and Teaching Games for Understanding (TGfU). In a bid to facilitate future implementation of these models, the study provides a rich description of the pedagogies arising during both interventions. Method: The participants were 85 fourth- and fifth-grade students (aged 9–11) from four physical education classes within one elementary school. The content was a 15-lesson season of basketball taught through the principles of SE or a combined use of SE and TGfU. The game performance assessment instrument was used in a systematic observation of video recordings of students’ game behavior. Results: In terms of decision making, support, overall game performance, and game involvement, a combined use of SE and TGfU unit overtakes the scores in SE. Conclusions: There is evidence that supporting the use of combined models in the physical education context can improve students’ game performance and game involvement.

Guijarro, Arias-Palencia, and González-Víllora are with the Department of Physical Education, Artistic and Music Didactic in the Faculty of Education, University of Castilla-La Mancha, Cuenca, Spain. MacPhail is with the Department of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland.

González-Víllora (Sixto.Gonzalez@uclm.es) is corresponding author.
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