A Systematic Review of Teaching Games for Understanding Intervention Studies From a Practice-Referenced Perspective

作者：M. T. Morales-Belando, D. Kirk, J. Arias-Estero · 发表于：Research Quarterly for Exercise and Sport · 年份：2021 · DOI：10.1080/02701367.2021.1897066 · 被引用次数：54 · 研究领域：Medicine

ABSTRACT According to the theory of practice architecture, every practice enacted in classrooms is a result of interaction between social, physical and spatial elements. In relation, from a practice-referenced perspective, it is necessary to know which teaching-learning implementation features could help teachers/coaches/researchers to assemble Teaching Games for Understanding (TGfU) interventions in relation to the institutional environment. Purpose: This review aimed to explore from a practice-referenced perspective how TGfU researchers reported their interventions based on the teaching-learning implementation features (intervention design as a function of the context, intervention length, lesson content, basic lesson elements, lesson alignment, teacher/coach experience with the approach, and lesson validation and treatment verification) and their association with learners’ outcomes. Results: We found 20 studies that included some of the teaching-learning implementation features, but none of the studies included all of these features. We also found that studies of TGfU measured and reported learners’ outcomes in a variety of ways. This creates difficulties for drawing conclusions about the relationships between the presence of teaching-learning implementation features and student learning outcomes. Conclusion: Further TGfU interventions should be planned to consider the following: (a) that lessons need to be designed as a function of the context; (b) the number of intervent...