Abstract

The teaching and learning process of team invasion sports should provide players with extensive participation opportunities, which requires methodological choices that prioritize this aspect. Bunker and Thorpe (1986) proposed Teaching Games for Understanding (TGfU), in which the teaching and learning process is based on common principles (structural and functional) of sports and, through games, presents problematic situations for players to try to solve autonomously. The objective of this systematic review was to identify and characterize studies in the context of sport initiation with TGfU in invasive sports for children aged 8 to 11. Eleven studies were selected based on the premises of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 (PRISMA). An increase in the number of studies on this topic in recent years was identified, as well as modalities, class characteristics and teacher training. In addition, some gaps were identified, such as the preference for class design based on offensive principles and the isolated analysis of variables of different nature (tactical-technical, physical and psychosocial aspects).

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