Teaching Games For Understanding Model Research Articles

The Influence of Direct Instruction (Di), Teaching Games for Understanding (TGFU) and Motivation on Learning Outcomes of Volleyball Underpass

This research aims to determine the interaction between the Direct Instruction (DI) and Teaching Games for Understanding (TGfU) learning models with learning motivation (high and low) on the learning outcomes of volleyball underpass. Experimental method with a quantitative approach in class VII. The data collection technique uses a measurement test on the learning outcomes of volleyball underpassing and uses a questionnaire to measure student motivation. Two-way ANOVA (multiple variance analysis) Tukey test analysis technique if there is an interaction. The results of data analysis show that there is a significant difference, namely the TGfU model has a higher value, namely 15.85, compared to the DI model with a value of 10.55 in learning outcomes for volleyball bottom passing. The research conclusion is that there is an interaction and difference in influence between the DI and TGfU models with learning motivation on the learning outcomes of volleyball underpassing, and there is a difference in influence between students who have high and low learning motivation on learning outcomes for volleyball underpassing.

A comparison of the learning effects between TGfU-SE and TGfU on learning motivation, sport enjoyment, responsibility, and game performance in physical education.

Both the Sport Education (SE) model and Teaching Games for Understanding (TGfU) have been connected to the theory of situated learning, which is a game-centered curricular model. TGfU emphasizes tactical awareness, decision making, and skill execution. The SE model provides a complete season during physical education (PE) lessons. Therefore, it is worth exploring the integration of TGfU with SE (TGfU-SE) model in PE courses, and whether the hybrid TGfU-SE model can achieve better learning effects for students than the TGfU model alone. The purpose of the study was to compare the difference in learning effects between the TGfU-SE model and the TGfU model on students' learning motivation, sport enjoyment, responsibility, and game performance. This study used a quasi-experimental design to compare different learning effects between the experimental group (TGfU-SE) and the control group (TGfU). The participants lived in Taiwan, including two junior high school PE teachers and four PE classes with a total of 90 students (TGfU-SE group, n = 46; TGfU group, n = 44). Each teacher taught two PE classes, one with an experimental group and one with a control group. This study used four research instruments, including the Responsibility Scale in Physical Education (RSPE), Learning Motivation Scale in Physical Education (LMSPE), Sport Enjoyment Scale in Physical Education (SESPE), and Game Performance assessment instrument (GPAI). Analysis of covariance (ANCOVA) and the independent t-test were used to analyze the data. The results of this study showed that the TGfU-SE model had more positive learning effects on students' learning motivation, sport enjoyment, responsibility, and game performance than the TGfU model. we concluded that the TGfU-SE model had a more positive influence on students' learning performance than the TGfU model. It is suggested that the hybrid TGfU-SE model could be implemented effectively in the PE curriculum.

Effect of Teaching Personal and Social Responsibility (TPSR) and Teaching Games for Understanding (TGfU) Models with Self-Efficacy on Learning Outcomes of Physical Education, Sports, and Health

This research aims to determine the differences in the effects of the Teaching Personal and Social Responsibility (TPSR) model and the Teaching Games for Understanding (TGfU) model on self-efficacy and learning outcomes in Physical Education and Health. The research utilizes an experimental method with a 2x2 factorial research design. The research sample consists of X, XI, and XII grade students from UPT SMA Negeri 4 Parepare. The learning material during the experiment focuses on Volleyball Game. Data collection for this research employs questionnaires and tests. The data analysis technique used in this research is a two-way analysis of variance (ANOVA) at the significance level of a = 0.05 and a = 0.01. The results of the research indicate that: (1) The group of students taught using the TGfU teaching model has a higher average score compared to the group of students taught using the TPSR model, (2) There is no interaction between the self-efficacy variable and learning outcomes or the teaching model, and (3) There is a significant difference in the average scores of student learning outcomes between those taught using the TGfU model and the TPSR model.

Can the TGfU model affect the moral disengagement of children with social, emotional, and mental health needs in physical education?

Using the teaching games for understanding model (TGfU) as an intervention strategy, this study intended to establish whether it could affect the moral disengagement (MD) levels of students / participants with special educational needs and disabilities; (SEND) by enhancing their positive behaviours in physical education (PE). The study focused on male students (n = 12) aged 13-14 years old who all had a range of different SEND conditions and they were taught within a special school setting in the UK. The intervention activity focussed on the sport of Indoor Hockey and this was taught by an experienced Teacher of PE over a period of six-weeks. The study used several qualitative approaches to collect and analyse the data. For example, the students completed two questionnaires and the teacher-researcher gathered field notes over the course of the intervention period. The data collection methods which were used to triangulate the results were an adapted qualitative ‘Physical Education Classroom Instrument’, an instrument called the ‘Moral Disengagement tool in Physical Education’ (MDPE), which was specifically designed for the use within a physical education setting and the teacher-researcher field notes. In conclusion the results from study show that by implementing MD minimisation strategies such as the TGfU model, can reduce students’ misbehaviours in PE lessons focussed on games such as Indoor Hockey and also moral disengagment minimisation strategies can help reduce the misbehaviours of students in PE with SEND.

The Impact of Different Pedagogical Models on Moderate-to-Vigorous Physical Activity in Physical Education Classes.

The aims of this study were twofold: (i) to examine differences in physical activity (PA) variables regarding the length of Physical Education (PE) lessons (45 vs. 90 min) and teaching methodology (Teaching Games for Understanding (TGfU) or hybrid TGfU-sports education (SE)); and (ii) to estimate the percentage of time spent in moderate-to-vigorous (MV) PA assessed via an accelerometer based on total step count, BMI, age, and sex, considering the pedagogical models and the class length. This study was carried out in three classes of invasion games in PE. Two classes were taught based on TGfU (44 students, 18 males, 12.6 ± 0.55), and one was taught based on a hybrid TGfU-SE (17 students, 9 males, 13.7 ± 0.90). The same students were assessed twice, first in a 45 min class and then in a 90 min class. The students' MVPA was assessed using the Actigraph GT3X Activity Monitor. The results revealed significant differences in PA intensity regarding the length of the PE lesson (45 vs. 90 min) and the teaching methodology. The 45 min classes using TGfU were more intense and had less sedentary time than the 90 min classes. When using a hybrid TGfU-SE, the 90 min classes had higher intensities than the 45 min classes. Generally, when comparing the two types of pedagogical intervention, the TGfU model provided more active lessons and less sedentary time in class than a hybrid TGfU-SE. The TGfU model is more profitable for increasing MVPA in class. Due to the issues related to the organization and management of sports practice in class, several recommendations for maximizing MVPA in a hybrid TGfU-SE class must be considered.

Employing the teaching games for understanding model to improve social responsibility in a Physical Education class with children who have special needs: A qualitative study approach

The purpose of the study was to explore whether children with special needs taking part in physical education (PE) could improve their levels of social responsibility using the Teaching Games for Understanding (TGfU) model over a fourteen‐lesson period. The study used a qualitative semi-structured interviews approach in which the design consisted of an assessment after lesson 7 and then again after lesson 14. A TGfU dodgeball intervention was carried out during the study and the participants (n = 14) were in their second and third years of secondary education within a special needs school specifically established for children who have social, emotional, and mental health concerns (SEMH). According to the background and ability levels of the students the teacher- researcher decided to implement the full use of the original TGfU model using its features to act as a strategy for intervention. The teacher-researcher was an experienced teacher of PE who undertook a dual role throughout the study including assessing the data and undertaking the semi-structured interviews. Qualitatively, data was open and coded line‐by‐line and incident‐to‐incident, categorised into themes and then analysed further into sub‐ themes. The qualitative information supported that the pedagogical strategies within the original TGfU model could have a clear impact on the levels of democracy, empowerment and reflections of children with special educational needs. In conclusion, the TGfU model should be considered as an approach and positive intervention to improve the social responsibility levels of children with special needs.

Learning to use the Teaching Games for Understanding Model with Children who have Special Needs

The aim of this case study research was to examine how one experienced PE Lead Teacher in a specialist special school for children with social, emotional, and mental health issues learned how to implement the teaching games for understanding (TGfU) model into a unit of hockey lessons. The qualitative data collection methods consisted of two main methods, firstly there was the end of unit semi-structured interview of the PE Lead and secondly there were the Likert Scale student questionnaires which were completed on three occasions, before during and after the study covering sixteen hockey lessons over a four-month period. Using inductive data analysis indicated the experienced PE Lead was able to teach the principles of the TGfU model through a series of benchmarks which has been developed from the original model created by Bunker and Thorpe (1982) and further developed by Metzler (2011). The study has been able to show that the experienced PE Lead has been able to learn how to use the model through his own research and interest in the TGfU approach to learning and apply this to his PE lessons with students who have special needs. The findings have also shown that by using each of the TGfU model benchmarks the engagement, social behaviours and interest levels of the students have also improved. However, the study is limited to one model of learning (TGfU) and is focussed on a single experienced teacher of PE over a relatively short period of time.

THE IMPACT OF GIVING CHILDREN WITH SPECIAL NEEDS A VOICE USING THE TEACHING GAMES FOR UNDERSTANDING MODEL IN PHYSICAL EDUCATION

The impact of the teaching games for understanding model (TGfU) in education has mainly focussed on mainstream children who have not been diagnosed with having an additional or specific educational need (SEN). The purpose of this study was to evaluate the impact of the TGfU model by focussing on the feedback of the children about their learning journey. The activity of Table Tennis was used as the teaching medium in which to enact this student’s voice and then the children reviewed their learning by completing a questionnaire after each lesson. The questionnaire was adapted from the previous research of Cervelló et al., (2007) who originally devised a twenty-four-point questionnaire which was shortened to twelve questions for the purpose of this study. The research problem was whether the TGfU model and its principles could be adopted and adapted after giving the SEN students a greater sense of ownership of their own learning. In total, twelve children aged 11-16 from one special school institution were involved in this study and they all had additional learning needs. After a comprehensive literature review, there have been very few research papers which have looked at this specific topic with only one article on this subject coming from Malaysia (Ibrahim, 2021). The findings of this study show that there was a positive change in the levels of communication and control over the learning, social interaction and activity levels as a result of using a models-based approach to learning physical education with SEN children.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0938/a.php" alt="Hit counter" /></p>

Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods.

The present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing the advantages and disadvantages of its implementation by teachers. The applied program lasted 11 weeks in two Secondary Education centers with a total of four teachers (two in the experimental group and two in the control group) and 99 students (55 from the control group and 44 from the experimental group). We use research methodology Mixed Methods with a quasi-experimental design, where students completed a questionnaire before and after the educational program and teachers were interviewed at the end of the intervention. The results of the questionnaires indicate significant improvements in the experimental group over time in terms of the intention to be physically active, as well as in autonomous motivation, the self-determination index, the index of psychological mediators, personal and social responsibility, and enjoyment. Moreover, the interviews show positive opinions regarding the organizational capacity of the session using this methodology and the interest of teachers in continuing to apply it in the future, as well as the need for initial and ongoing training for proper implementation. In conclusion, the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples’ intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes.

Review: The Effect of the Teaching Game For Understanding Model on Cognitive Ability

Physical education has an important role in helping students develop quality skills. The Teaching Games for Understanding (TGFU) approach is a learning model that focuses on developing abilities through the form of basic playing concepts. TGFU is considered to have an influence in improving learning skills, especially in the domain of cognitive abilities such as decision making. This study describes the effectsthe TGFU model of cognitive abilities. The design of this writing is study literature review. The results of several studies indicate an increase in cognitive abilities in students who apply the TGFU learning model in the implementation of sports and games.

Construction of Holistic Assessment Standard (Has) for Handball Game Based on Teaching Games for Understanding (TGFU) Teaching Methods

This study aims to build the Holistic Assessment Standard (HAS) instrument for handball games based on the teaching method of Teaching Games for Understanding (TGfU) in Form 2 Physical Education through the Holistic Assessment Standards (HAS) approach. The construction process of the Holistic Assessment Standard (HAS) uses two models as the basis for the process of forming and constructing it, namely Dick & Carey Model and Morrow Model as well as seven resources to assess the students' mastery and achievements which are the main thrive as a reference in the construction of this instrument, the TGfU Model, Malaysian Education Development Plan Document (PPPM) 2013 - 2025, Relevant Professional Circular Letter, Curriculum and Assessment Standard Document (DSKP) Form 2, Contruktivism Theory, Krathwohl Taxonomy, Bloom & Masia, and Higher Order Thinking Skills (HOTS). Discussion focuses on the construction of Holistic Assessment Standards (HAS) instruments involving teacher assessment methods through observation and works sheets. The assessment method aims to collect data to measure the level of mastery and achievement of students' learning in terms of psychomotor, cognitive, and affective domains involving two phases i.e. construction phase and instrument effectiveness phase. The design of this study is in the form of pre-experiment methods – a one-time study of cases used for both phases of the study. As a result of this study, the study could produce holistic assessment instruments, user-friendly and able to measure students' differences in terms of mastery and achievement in handball games, in line with the needs of school-based assessment and should be used in the physical education teaching and learning process for form 2 handball games and have an approach as a guide to improving the quality of assessment as desired in the Malaysian Educational Development Plan (PPPM) 2013-2025.

Effects of Teaching Program Based on Teaching Games for Understanding Model on Volleyball Skills and Enjoyment in Secondary School Students

This study investigated the effects of the Teaching Games for Understanding (TGfU) model implemented in physical education classes on volleyball skills and enjoyment in secondary school students. A total of 54 students (18 girls) from two classes participated in this study, of whom 28 (age = 15.5 ± 0.7 years) were randomized to a TGfU model (EXP) group and 26 (age = 15.7 ± 0.6 years) to a control group (CON) that maintained their usual physical-education activities. Four tests for volleyball skills were conducted: service, overhead, and forearm passing and setting. Additionally, the sport enjoyment questionnaire was used the first and the last week of intervention. Results from repeated measures analysis of variance (ANOVA) showed a significant interaction for overhead passing (F 1, 58 = 5.273, p = 0.025, Partial ƞ2 = 0.083) and forearm passing (F 1, 58 = 4.641, p = 0.035, Partial ƞ2 = 0.074). When examining the impact of TGfU program on service accuracy, there was a significant main effect for time (p < 0.01) with both groups improving their result after the six-weeks intervention (EXP-ES = 0.32, % change = 9.1% vs. CON-ES = 0.57, % change = 14.4%). There were no significant time or group × time effects for setting (p ˃ 0.05). The EXP group showed significantly better results for enjoyment compared to the CON group (p ≤ 0.05). The findings show the effectiveness of the TGfU model of short duration (12 lessons) in an educational context to improve volleyball skills. We also highlight the importance of enjoyment during these classes compared to traditional physical education classes.

Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables

Grounded in Self-Determination Theory (SDT), this study aims to examine whether the effects of a hybrid Sport Education (SE)/Teaching Games for Understanding (TGfU) a volleyball teaching unit were equally effective on a set of SDT-related variables according to students’ initial motivations. A pre-experimental pre-/post-test design without a control group was conducted in a volleyball teaching unit in Physical Education. A final sample of 49 students (M = 15.50, SD = 0.57), in their fourth year of secondary education, participated in a hybrid SE/TGfU volleyball teaching unit composed of 10 lessons. The structure of this unit was designed according to the characteristics of an SE model, while learning tasks were designed using the TGfU model. Different validated questionnaires on basic psychological need (BPN) support and satisfaction, novelty and variety satisfaction, motivation, and intention to be physically active were completed by students. Three different profiles with different Relative Autonomy Index (RAI) levels (i.e., “high”, “moderate”, and “low”) were identified through cluster analysis before starting the intervention. Although the SE/TGfU of a volleyball teaching unit were effective in improving SDT-related variables in the three profiles identified, a large effect size was observed in profiles with a “moderate” or “low” RAI. The hybridization of these two pedagogical models could be a tool for improving motivational outcomes in students who are less motivated in Physical Education lessons.

Teachers’ use of teaching games for understanding in Central Spain

ABSTRACTBackground: A recurrent theme posited by academics is the lack of widespread utilization of Teaching Games for Understanding (TGfU) by physical education (PE) teachers in schools, particularly in the form it was initially described. Using TGfU in practice is challenging for many teachers impacting its adoption.Purpose: The objective of this study was to investigate which features of the TGfU model primary and secondary school physical education (PE) teachers in Central Spain perceive they have incorporated into their games teaching practice.Participants: 199 PE teachers from Central Spain (52 females, 147 males) participated in this study (Mage = 40.16 years ± 8.26). 64.8% (n = 129) and 35.2% (n = 70) worked in primary (PS) and secondary schools (SS), respectively.Research design: A survey research design was used. Teachers completed an online survey to identify specific features of TGfU they perceived they used in their PE games teaching practice.Data analysis: Descriptive analyses of the survey data were conducted, alongside interpretative analyses using MANOVA and logistic regression.Findings: Central Spanish PE teachers reported not using the ‘full version’ of the TGfU model. The teachers believed using five of the six main features of TGfU worked best to achieve student learning in their current teaching context: (a) games as a pedagogical method, which promotes interaction between the teaching of technical skills and tactical awareness; (b) game modification; (c) questioning; (d) organization of lessons, units and the broader curriculum using tactical complexity; and, (e) use of thematic approach to games teaching. Results from logistic regression analyses indicated that the strongest predictors of whether Central Spanish PE teachers were likely to be teaching games in PE through TGfU were their use of tactical complexity as a way to organize their curriculum content progressions and the use of questioning. Finally, SS teachers incorporated the key features of TGfU into their games teaching practice more than PS teachers.Conclusions: Results of this study highlight the notion that Central Spanish PE teachers perceive the utility and quality of key features of TGfU differently, resulting in various pragmatic forms of TGfU in school PE.

The Effects of TGfU, SEM and HTGfU-SEM Towards Volleyball and Badminton Cognitive Game Play on Performance Among Form One Students

The purpose of this study was to investigate the effects of Teaching games for Understanding (TGfU) as a control group compared to Sport Education Mode (SEM)l and Hybrid TGfU and Sport Education Model (HTGfU – SEM) as treatment groups in volleyball 3 vs 3 and badminton doubles game play. The effectiveness of these models were assessed based on cognitive tactical decision making of opening and closing space, selection of skill off digging, setting, blocking and spiking 3 vs 3 volleyball game play. As well as in opening and closing space and selection skills of forehand, lob shot and smash in badminton doubles game play. The research employed Quasi Experimental pre-post test design. A total of 96 students aged 13 years old were chosen intactly and distributed equally into three groups with 16 girls and 16 boys. The study utilized adopted Game Performance Assessment Instrument (GPAI) to access cognitive aspects of decision making. The data were analyzed using Mean, SD, ANOVA, ANCOVA, MANOVA and post-hoc test. As for the overall tactical decision making via multivariate test in volleyball and badminton double game play indicated significant through SEM. Especially for closing space in volleyball 3 vs 3 game play through SEM, F (2, 93) = 10.054, p < 0.05, η2 = .178. As well as significant improvement with SEM in opening space badminton double game play, with F (2, 93) = 3.148, p < 0.05, η2 = 0.63. Furthermore pairwise comparison indicated improvement through SEM for closing space with SEM, p = 2.031, p < 0.05. Therefore SEM is recommended as game play model for future learning cognitive aspects of tactical decision making in volleyball and badminton.

The Effect of Teaching Games of Understanding as a Coaching Instruction had on Adjust, Cover and Heart Rate among Malaysian and Indian Junior Hockey Players.

The field hockey coaching process across both Malaysia and India favours a traditional, coach-centred approach of mastering technical skills in terms of game play parameters, fitness, intensity, and load training, whereas a tactical- and player-centred pedagogical approach still takes a backseat. On the other hand, the Teaching Games for Understanding (TGfU) model offers tactical-cognitive instruction and is gaining international recognition for its ability to produce intelligent players via a problem-solving approach in game play. Therefore, the purpose of this quasi-experimental study was to investigate the effect of TGfU compared to skill mastery instruction, termed as Skill Drill Technical (SDT), among Malaysian and Indian elite junior hockey players in term of the game play attributes of adjust and cover in 5 vs. 5 small-sided game play and game play intensity via heart rate (HR) at different points of game play. A total of n = 60 players with an average age of 15 ± 1.03 was selected via simple random sampling from both countries involved in this study and assigned equally to groups, with 15 per group for TGfU and for SDT across Malaysia and India. Gathered data were analysed using the ANOVA and ANCOVA techniques. Findings indicated that there were no significant differences for adjust in 5 vs. 5 game play between TGfU and SDT across Malaysia and India after the intervention. For cover, there was significant improvement for Malaysian players using the TGfU model compared to SDT. In contrast, there was no significant difference between these two models among the Indian players after the intervention. There was significant difference between these two models in terms of warm-up HR across the two countries, and HR was higher via TGfU. For HR immediately after the 5 vs. 5 game play intervention and HR after three minutes’ recovery, Indian players with TGfU recorded a higher and significant difference compared to SDT. However, findings indicated no significant difference between these two instruction types among Malaysians, although TGfU proved to have higher HR intensity. Therefore, these findings reiterated that TGfU is a useful approach for game play to enhance intensity and cardiac output. In conclusion, for TGfU to be more relevant to the coaching environment, future research should link game play and physiological parameters. TGfU should able to overcome the barriers of tradition and cultural background that may hinder its momentum

EFFECTS OF A TEACHING GAMES FOR UNDERSTANDING PROGRAM ON PRIMARY SCHOOL STUDENTS' PHYSICAL ACTIVITY PATTERNS

The promotion of regular exercise and the adoption of lifelong activity habits is undoubtedly one of the primary goals of school Physical Education (PE). To this direction, game-based PE teaching approaches are utilized by practitioners as a means for both launching students’ in-class Physical Activity (PA) levels and promoting wider-base curriculum learning outcomes. As an approach of this kind, the Teaching Games for Understanding (TGfU) model is widely used as a game-based approach aiming at developing students’ tactical skills and knowledge. Up to nowadays, only a limited amount of research has tested the impact of TGfU on students’ PA levels during PE instruction time. Therefore, the aim of the present research was to evaluate the effects of a TGfU intervention program on primary school students’ patterns of PA. Sixteen third and fourth grade students (mean age=9.2 years, SD 0.7) from two public schools in Athens, Greece, participated in a TGfU intervention program, that took place during their regularly planned PE classes. Students’ PA levels were assessed at baseline and six-weeks follow-up, within a 10-minute four vs four handball game. PA measures were obtained both quantitatively by using pedometers (steps per minute) and qualitatively through direct observation with the System for Observing Fitness Instruction Time (SOFIT). The comparison of students’ pre-and-post measures showed that although students’ movement intensity was higher at the end of the intervention, their PA behaviors did not differ significantly between the two time points. These findings were attributed both to the development of students’ game skills and competence and the short duration of the evaluation period. Results suggest that judgments about the health-related usefulness of the TGfU model should be based on multiple-source and long-duration assessment procedures. Article visualizations:

Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models.

Model based physical education curriculum of Teaching Games for Understanding (TGfU) is still at early stage of implementation in Malaysian schools whereby the technical or skill-led model continues to dominate the physical education curriculum. Implementing TGfU seems to be problematic and untested in this environment. Therefore, this study examined, the effects that a revised model of TGfU compared to Skill Drill Technical (SDT) a technical model had on learning movement skills in Badminton, including returning to base, decision making and skill execution whilst performing in a doubles game play and also explored teachers’ perceptions of navigating between the two models. Participants aged 15.5 ± 1.0 years, N = 32, school Badminton players were randomly selected and assigned equally into groups of TGfU and SDT. Reflective data was gathered from two experienced physical education teachers who were involved in this study. Findings indicated for movement to the base in doubles game play indicated significant improvement, after intervention via TGfU. As for decision-making and skill execution in doubles game play, analysis revealed no significant difference after intervention. Findings from teachers reflection, indicated the importance of mini game play in both TGfU and SDT models, as the students enjoyed, and built up positive attitudes for both winning or losing in game situations. However, when negotiating the TGfU model, the teacher found it difficult at times to execute the pedagogical model, as students needed guidance to discuss aspects related to tactics. However, to keep this pedagogical model viable further research findings ought to be circulated among teachers in Malaysia and similar Southeast Asian counties.

Teaching Games for Understanding: Building a Physically Literate Individual

This article provides practical examples of a variety of tactical concepts and strategies using the teaching games for understanding model that can be used for small-sided games, full-sided games and games for outcomes.

A Preliminary Study of the Effects of a Comprehensive Teaching Program, Based on Questioning, to Improve Tactical Actions in Young Footballers.

The aim of this study was to analyze the effect of a comprehensive teaching program, based on questioning on decision making, and execution in football. The intervention program, based on teaching games for understanding model and including the application of questioning in a context of modified games, was applied during 21 training sessions. A quasi-experimental study with a prepost design with 18 male football players (M = 10.7 year, SD = 0.6) was developed over 18 weeks. Participants were divided into experimental group (n = 9) and control group (n = 9). A total of 1532 actions were observed (1120 passes and 412 dribbling). Results showed that after applying the intervention program, the players in the experimental group showed better decision making in the pass and dribbling actions, and better execution in the pass action, compared with the players from the control group. These results suggest that the application of questioning in a context of modified games must be taken into account to promote tactical training in young footballers and to improve their tactical behavior.