The effectiveness of a tactical games approach in the teaching of invasion games

Abstract: Purpose: The main purposes of this study were (a) to assess the effectiveness of the tactical games approach on students’ invasion game performance when compared to the technique-oriented approach, and (b) to investigate whether there was a difference in motor engagement time (MET) between the both pedagogical approaches. Method: The sample consisted of 79 students (13-16 years), allocated to the Intervention Group (IG) following the tactical games protocol, or to the Control Group (CG) following the technique-oriented approach. Psychomotor performance was assessed by the Game Performance Assessment Instrument. MET was assessed by direct observation. Results: Both pedagogical approaches promoted off- and on-the-ball movement over eight consecutive weeks. Comparing the effectiveness of these two teaching approaches, no difference was found. However, collapsed across the two time points, students had better on-the-ball decision-making in the tactical games approach, as well as more MET. Conclusion: Continued replication of this research including long term follow-up is necessary to further strengthen the generalizability of these findings across alternative school contexts.

Keywords

Physical education Motor engagement time Games centred approach Tactical decision-making . Faculdade de Ciências Sociais

URI

http://hdl.handle.net/10400.13/7482

Citation

Gouveia, É. R., Gouveia, B. R., Marques, A., Kliegel, M., Rodrigues, A. J., Prudente, J., ... & Ihle, A. (2019). The effectiveness of a tactical games approach in the teaching of invasion games. Journal of Physical Education and Sport, 19, 962-970.