SynthesisBMC psychology2024
Application of the teaching games for understanding model to improve decision-making in sport learning: a systematic review and meta-analysis.
Synthesis in BMC psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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Who cites it
4 citing papers in PubMed.
- Teaching games for understanding in school handball: a controlled pre-post study with intact Brazilian physical education classes.Frontiers in psychology · 2026Review
- A neuroscientific explanation for the learning effects attributed to Teaching Games for Understanding in physical education and sport coaching practices.Frontiers in sports and active living · 2026Review
- Systemic relationships between ecological-dynamic approach and active reflection: psycho-neuro-motor, cognitive, and physiological interactions in rugby pedagogy.Frontiers in sports and active living · 2026Article
- What athletics bring us? A qualitative research based on John Mo's thought of "the transfer value of athletics"-evidence from Chinese university graduates.Frontiers in psychology · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIssues 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.
methodA 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.
resultsThis 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]).
conclusionsTeaching 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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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.