Enseñanza de deportes de colaboración y oposición: análisis comparativo entre metodologías comprensivas y modelo tradicional / Collaborative and opposition sports teaching: comparative analysis between comprehensive methodologies and the traditional model / Ensino colaborativo e de oposição do esporte: análise comparativa entre metodologias integrais e o modelo tradicional

El propósito del estudio fue determinar el efecto que produce la aplicación de una unidad de enseñanza de los deportes de colaboración y oposición diseñada en base a dos propuestas del modelo pedagógico comprensivo: el Teaching Games for Understanding y la Didáctica Cognitiva, en comparación a un modelo tradicional de enseñanza. La muestra estuvo conformada por alumnos(as) de 5° a 8° básicos (12 a 14 años). Mediante metodología observacional, fueron evaluadas las principales acciones de juego eficientes en las dimensiones de ataque y defensa, en momentos de test y retest, a un grupo control (GC) y otro experimental (GE). El análisis de varianza (MANOVA) y las comparaciones por pares con corrección de Bonferroni aplicadas con un alfa de 0.05, evidenciaron diferencias significativas entre ambos grupos, de las acciones motoras de lanzamiento en zona eficaz (GE: 74,3% GC: -16,7%) y Pase simple (GE: -27,1% - GC: -3,1%). Mientras que, mediante el análisis descriptivo de las tasas de ocurrencia, se encontraron diferencias de las acciones motoras de Anticipación (GE:211,1% - GC:20%), marcación eficiente (GE: 330,8% - GC: -7,1%) y desmarcación (GE: 400% - GC: 0%). Los hallazgos de ambos análisis muestran que la aplicación de metodologías comprensivas en la enseñanza de los deportes de colaboración y oposición en el contexto de educación física escolar, mejoran la calidad de las acciones de juego, en comparación a un modelo tradicional de enseñanza.

The purpose of the study was to determine the effect produced by the application of a teaching unit for collaborative and oppositional sports designed on the basis of two proposals of the comprehensive pedagogical model: Teaching Games for Understanding and Cognitive Didactics, compared to a traditional teaching model. The sample consisted of students from 5th to 8th grade (12 to 14 years old). By means of observational methodology, the main efficient game actions in the dimensions of attack and defense were evaluated, in test and retest moments, to a control group (CG) and an experimental group (EG). The analysis of variance (MANOVA) and pairwise comparisons with Bonferroni correction applied with an alpha of 0. 05, showed significant differences between both groups in the motor actions of throwing in the effective zone (EG: 74.3% - CG: -16.7%) and simple passing (EG: -27.1% - CG: -3.1%), while descriptive analysis of the occurrence rates showed differences in the anticipation motor actions (EG: 211.1% - CG: 20%), efficient tackling (EG: 330.8% - CG: -7.1%) and untacking (EG: 400% - CG: 0%). The findings of both analyses show that the application of comprehensive methodologies in the teaching of collaborative and oppositional sports in the context of school physical education improves the quality of the game actions, compared to a traditional teaching model.

O objetivo do estudo foi determinar o efeito produzido pela aplicação de uma unidade de ensino de esportes colaborativos e opostos projetada com base em 2 propostas do modelo pedagógico integral: Jogos de ensino para a compreensão e didática cognitiva, em comparação com um modelo de ensino tradicional. A amostra foi composta por alunos da 5ª à 8ª série (12 a 14 anos). Por meio de metodologia observacional, foram avaliadas as principais ações de jogo eficientes nas dimensões de ataque e defesa, nos momentos de teste e reteste, em um grupo controle (GC) e um grupo experimental (GE). A análise de variância (MANOVA) e as comparações por pares com correção de Bonferroni aplicada com alfa de 0,05, mostraram diferenças significativas entre ambos os grupos, das ações motoras de lançamento na zona efetiva (GE: 74,3% GC: -16,7% ) e passe simples (GE: -27,1% - GC: -3,1%). Já pela análise descritiva das taxas de ocorrência, foram encontradas diferenças nas ações motoras de Antecipação (GE: 211,1% - GC: 20%), marcação eficiente (GE: 330,8% - GC: -7,1%) e desmarcação (GE: 400% - GC: 0%). Os resultados de ambas as análises mostram que a aplicação de metodologias abrangentes no ensino de esportes colaborativos e de oposição no contexto da educação física escolar melhora a qualidade das ações de jogo, em comparação com um modelo de ensino tradicional.

TGfU in the teaching of handball at school: impacts on the motor coordination and technique in the game

Abstract Aim: This study investigated the impact of a handball-teaching program through the understanding of the TGfU on motor coordination (MC) and technical skills of students. Methods: The sample consisted of 43 students of both genders, with a mean age of 14.3 years (± 0.46), divided into two groups, G1 - Teaching Games of Understanding (TGfU) and G2 - TGfU + MC, and both received 20 classes. We used the Körperkoordinationstest für Kinder (KTK) for the assessment of MC and the Game Performance Assessment Instrument (GPAI) for technical skills in handball. Results: The categorization confirmed the reliability of the application of teaching programs and the results showed that, after the intervention, both groups presented meaningful improvements in MC, considering time and gender effect. The female students presented a larger impact on MC in both teaching programs, while the male students obtained a larger impact in the technical skill execution index when received the TGfU + MC model. Still, the relative frequency for the classification of a good MC increased in both groups after the intervention, and the normal MC was the one with the highest frequency in both groups and genders after the proposed program. Conclusion: We concluded that the teaching program was able to provide meaningful improvements in MC considering both groups and that the proposal of the inclusion of specific MC elevated the impact of technical skills for male students.

O ensino do esporte na educação física escolar: um ensaio sobre as potencialidades do TGFU / Sport teaching in school physical education: a essays of TGFU potentialities / Enseñanza deportiva en educación física escolar: un ensayos de potencialidades TGFU

O objetivo deste artigo é indicar as potencialidades do Teaching Games for Understanding (TGfU) no ensino do esporte nas aulas de Educação Física. O estudo é um recorte do referencial teórico da dissertação: "Esporte na Educação Física escolar: uma proposta pedagógica no ensino do Handebol", com base em livros, anais de eventos, teses, dissertações e artigos que tematizam o TGfU, escritos em português, inglês e espanhol, sem recorte cronológico, buscando o máximo de obras que contribuíssem com o estudo. São apresentados os princípios pedagógicos, fases e reformulações do TGfU, além de estudos empíricos que evidenciam a capacidade do modelo em incrementar a aprendizagem e a motivação dos alunos, indicando a pertinência do TGfU no ensino do esporte na Educação Física escola (AU).

The purpose of this article is to indicate the potential of Teaching Games for Understanfing (TGfU), in the teaching of sport in Physical Education classes. The study is an excerpt from the theoretical framework of the dissertation: "Sport in Physical Education at school: a pedagogical proposal in the teaching of Handball", based on books, annals of events, theses, dissertations and articles, which focus on TGfU, written in Portuguese, English and Spanish, without chronological cut, seeking the maximum number of works that contribute to the study. The pedagogical principles, phases and reformulations of the TGfU are presented, as well as empirical studies that demonstrate the model's capacity to increase students' learning and motivation, indicating the relevance of TGfU in the teaching of sport in school Physical Education (AU).

El propósito de este artículo es indicar el potencial de la Enseñanza de Juegos para la Comprensión (TGfU), en la enseñanza del deporte en las clases de Educación Física. El estudio es un extracto del marco teórico de la disertación: "El deporte en la educación física en la escuela: una propuesta pedagógica en la enseñanza del balonmano", basado en libros, anales de eventos, tesis, disertaciones y artículos, que se centran en TGfU, escrito en portugués, inglés y español, sin corte cronológico, buscando el máximo número de obras que contribuyan al estudio. Se presentan los principios pedagógicos, fases y reformulaciones del TGfU, así como estudios empíricos que demuestran la capacidad del modelo para incrementar el aprendizaje y la motivación de los estudiantes, indicando la relevancia del TGfU en la enseñanza del deporte en la Educación Física escola (AU).

Cognitive Development Based On The Volleyball Game Play In Physical Education

Background: The purpose of this study is to determine the effects of the Teaching Games for Understanding (TGfU), Sport Education Model (SEM), and Hybrid Teaching Games for Understanding Sport Education Model (HTGfU–SEM) on the cognitive performance among Form 1 students on volleyball gameplay. Student’s cognitive focusing on the tactical decision-making aspect of opening and closing space and selection of skills used in the game. Methodology: The study is using the quasi-experimental method involving a sample of 96 Form 1 students. The control group is TGfU while the treatment groups are SEM and HTGfU-SEM. The research instrument was adapted from the Game Performance Assessment Instrument (GPAI) with the validity value (r =.81). These modified instruments were used to assess the cognitive aspects of badminton gameplay. The Mean, SD, ANOVA, ANCOVA, MANOVA and posthoc test were used to analyze the cognitive data. Results: As for the overall tactical decision making via a multivariate test in volleyball gameplay indicated significant effect through SEM. Especially for closing space in volleyball 3 vs. 3 gameplay through SEM, F (2, 93) = 10.054, p <0.05, η2 = .178. Conclusion: The findings of this study provide a strong justification for implementing SEM in teaching and facilitating physical education games since it may enhance student’s cognitive ability especially in tactical decision-making in opening and closing space and selection of skills. Advancement in cognitive ability may enhance student’s capacity to mastery of in-game skills.

El cuestionamiento como herramienta fundamental para el desarrolo de la toma de decisiones de los alumnos en educación física / Questioning as a fundamental tool for physical education students to develop decision-making skills / O questionamento como ferramenta fundamental para o desenvolvimento da tomada de decisão de estudantes em educação física

El objetivo del presente estudio fue analizar el efecto de un programa de enseñanza comprensiva, basado en el cuestionamiento, sobre la toma de decisiones en las habilidades del pase y del lanzamiento, en una unidad didáctica de baloncesto en Educación Primaria. Participaron 37 alumnos de 6º de Primaria con edades comprendidas entre los 11 y 12 años. La variable independiente fue el programa de intervención, basado en el modelo Teaching Games for Understanding (TGfU). La variable de toma de decisiones fue evaluada a través de la observación sistemática. Los resultados obtenidos mostraron que, tras la intervención, los alumnos que recibieron el cuestionamiento durante el desarrollo de las actividades formativas mejoraron su toma de decisiones en comparación con los alumnos que no lo recibieron. Estos resultados manifiestan la necesidad de incluir este modelo pedagógico en las programaciones docentes en los niveles superiores de la etapa de Primaria

O principal objetivo do estudo foi analisar o efeito de um programa de ensino centrado na compreensão, baseado no questionamento, na tomada de decisões nas ações de passe e do lançamento, numa unidade didática de basquetebol no ensino fundamental. Participaram 37 alunos com idades compreendidas entre 11 e 12 anos. A variável independente foi o programa de intervenção baseado no modelo Teaching Games for Understanding (TGfU). A variável dependente de tomada de decisão foi avaliada através da observação sistemática. Os resultados mostraram que, após a intervenção, os alunos que receberam o questionamento durante o desenvolvimento das atividades de treino melhoraram sua tomada de decisão em relação aos alunos que não o receberam. Esses resultados mostram a necessidade de incluir esse modelo pedagógico nos programas de ensino nos níveis superiores do ensino fundamental

The main purpose of this study was to analyze the effect of a comprehensive questioning-based teaching program about decision-making on passing and throwing abilities in a Primary Education teaching unit focused on basketball. Thirty-seven students aged 11-12 participated in the study. The independent variable was the intervention program based on the Teaching Games for Understanding (TGfU). The decision-making variable was assessed by systematic observation. The results obtained showed that, after the intervention, the students who received the questioning when developing training activities improved their decision-making compared to those who did not. These results show the need to include this pedagogical model in teaching programs at the higher levels of Primary Education