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| Format: | Artículo científico |
| Language: | en |
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Editorial Ramón Cantó Alcaraz
2010
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| Online Access: | https://www.redalyc.org/articulo.oa?id=71012449004 |
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Table of Contents:
- What are we being told about how to teach games? A three-dimensional analysis of comparative research into different instructional studies in Physical Education and School Sports Antonio Méndez Giménez Alfonso Valero Valenzuela Ashley Casey Multidisciplinarias (Ciencias Sociales) TGfU sport Teaching methods instruction model physical education Determining what pedagogical approach could be most effective in delivering the desired learning outcomes in teaching games has been one of the more relevant concerns for physical education teachers, coaches and researches in the last few decades. Nevertheless, until recently, the research carried out in this field has been little profuse, has met with several difficulties and has been made from different perspectives, which has complicated its analysis altogether. The present study follows three main objectives: a) to analyse the nature of the interventions used in the comparative investigation directed to teaching sports, b) to determine the effects of the levels of treatment and, c) to outline some didactic consequences. Twenty comparative studies were selected for a systematic review. With regards to the instructional approaches the teaching of games three lines of analysis were contemplated: 1) Studies that compare interventions using the part- vs. whole-task teaching methods. 2) Studies that compare the teaching via direct vs. indirect instruction. 3) Studies that compare skills-based approach with alternative approaches, especially the direct instruction model versus the TGfU model. Based on the three paradigms, it was shown that the whole-task teaching method generates both greater satisfaction and security for children in their own performance. Indirect instructional techniques have a positive influence at an affective and social level, as well as on their decision making. The alternative approaches to the skills-based approach examined show that a greater degree of understanding of game play and more affective, and enjoyable behavior was obtained through tactics-based approach. The three dimensional review reported in this paper could be used as complementary research to aid in future longitudinal studies such as the investigation that look at the integration of diverse instructional studies. 2010 artículo científico 1885-3137 https://www.redalyc.org/articulo.oa?id=71012449004 en http://www.redalyc.org/revista.oa?id=710 RICYDE. Revista Internacional de Ciencias del Deporte application/pdf Editorial Ramón Cantó Alcaraz RICYDE. Revista Internacional de Ciencias del Deporte (España) Num.18 Vol.VI