Ensino de esportes de invasão a participantes sub-11 pelo TGfU: uma revisão sistemática
Teaching Invasion Sports to U-11 Participants in TGfU: a Systematic Review
Resumen (es)
O processo de ensino e aprendizagem de esportes coletivos de invasão deve proporcionar oportunidades de ampla participação aos jogadores, o que demanda escolhas metodológicas que priorizem esse aspecto. Bunker e Thorpe (1986) propuseram o Teaching Games for Understanding (TGfU), no qual o processo de ensino e aprendizagem pauta-se em princípios comuns (estruturais e funcionais) das modalidades e, por meio de jogos, apresentam situações-problema para que os jogadores tentem solucionar de forma autônoma. O objetivo desta revisão sistemática foi identificar e caracterizar os estudos no contexto da iniciação esportiva com o TGfU em modalidades de invasão para crianças de 8 a 11 anos. Foram selecionados 11 estudos com base nas premissas do Preferred Reporting Items for Systematic Reviews and Meta Analyses 2020 (Prisma). Foi identificado um aumento no número de estudos nessa temática nos últimos anos, bem como as modalidades, as características das aulas e a formação dos professores. Além disso, algumas lacunas foram identificadas, como a preferência pela elaboração das aulas a partir dos princípios ofensivos e a análise isolada de variáveis de diferentes naturezas (tático-técnica, aspectos físicos e psicossociais).
Resumen (en)
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).
Referencias
Abad Robles, M., Collado-Mateo, D., Fernández-Espínola, C., Castillo Viera, E. & Giménez Fuentes-Guerra, F. (2020). Effects of teaching games on decision making and skill execution: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17(2), 505. https://doi.org/10.3390/ijerph17020505
Aquino, R. & Menezes, R. P. (2022). Abordagens tradicionais e centradas no jogo para o ensino dos esportes coletivos de invasão: um ensaio teórico. Conexões, 20(0), e022006. https://doi.org/10.20396/conex.v20i00.8666344
Arias-Estero, J., Jaquero, P., Martínez-López, A. & Morales-Belando, M. (2020). Effects of two TGfU lessons period on game performance, knowledge and psychosocial variables in elementary physical education. International Journal of Environment Research and Public Health, 17(10), 1-22. https://doi.org/10.3390/ijerph17103378
Barquero-Ruiz, C., Morales-Belando, M. & Arias-Estero, J. (2021). A Teaching Games for Understanding Program to deal with reasons for dropout in under-11 football. Research Quarterly for Exercise and Sport, 92(4), 618-629. https://doi.org/10.1080/02701367.2020.1759767
Bayer, C. (1994). O ensino dos desportos colectivos. Dinalivros.
Bunker, B. & Thorpe, R. (1986). The curriculum model. Em R. Thorpe, D. Bunker & L. Almond (eds.), Rethinking games teaching (7-10). University of Technology. https://ubcpete.files.wordpress.com/2008/09/games-for-understanding-paper.pdf
Calábria-Lopes, M., Greco, P. & Pérez-Morales, J. (2019). Teaching Games for Understanding in basketball camp: The impact on process and product performance. RICYDE. Revista Internacional de Ciencias del Deporte, 15(56), 209-224. https://www.cafyd.com/REVISTA/ojs/index.php/ricyde/article/view/1568
Cocca, A., Carbajal Baca, J., Hernández Cruz, G. & Cocca, M. (2020). does a multiple-sport intervention based on the TGfU pedagogical model for physical education increase physical fitness in primary school children? International Journal of Environmental Research and Public Health, 17(15):5532. https://doi.org/10.3390/ijerph17155532
Côté, J., Baker, J. & Abernethy, B. (2007). Practice and play in the development of sport expertise. Em R. Eklund & G. Tenenbaum (eds.), Handbook of sport psychology (184-202). Wiley. https://doi.org/10.1002/9781118270011.ch8
García-López, L., González-Víllora, S., Gutiérrez, D. & Serra, J. (2013). Development and validation of the game performance evaluation tool (GPET) in soccer. SPORTK: Revista Euroamericana de Ciencias del Deporte, 2(1), 89-99. https://dialnet.unirioja.es/servlet/articulo?codigo=4776708
Gaspar, V., Gil-Arias, A., Del Villar, F., Práxedes, A. & Moreno, A. (2021). How TGfU influence on students’ motivational outcomes in physical education? A study in elementary school context. International Journal of Environmental Research and Public Health, 18, 5407. https://doi.org/10.3390/ijerph18105407
Gil-Arias, A., Harvey, S., García-Herreros, F., González-Víllora, S., Práxedes, A. & Moreno, A. (2021). Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education. European Physical Education Review, 27(2), 366-383. https://doi.org/10.1177/1356336X20950174
González-Víllora, S., Sierra-Díaz, M., Pastor-Vicedo, J. & Contreras-Jordán, O. (2019). The way to increase the motor and sport competence among children: The contextualized sport alphabetization model. Frontiers in Physiology, 10, 569. https://doi.org/10.3389/fphys.2019.00569
Holt, N., Strean, W. B. & García Bengoechea, E. (2002). Expanding the Teaching Games for Understanding model: New avenues for future research and practice. Journal of Teaching in Physical education, 21, 162-176. https://doi.org/10.1123/jtpe.21.2.162
Jarrett, K. & Light, R. (2019). The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts. European Physical Education Review, 25(2), 565-580. https://doi.org/10.1177/1356336X17753023
Leonardi, T., Galatti, L., Scaglia, A., De Marco, A. & Paes, R. (2017). Pedagogia do esporte: sinalização para a avaliação formativa da aprendizagem. Pensar a Prática, 20(1), 216-229. https://doi.org/10.5216/rpp.v20i1.36744
MacPhail, A., Kirk, D. & Griffin, L. (2008). Throwing and catching as relational skills in game play: Situated learning in a modified game unit. Journal of Teaching in Physical Education, 27(1), 100-115. https://doi.org/10.1123/jtpe.27.1.100
Menezes, R. P. (2021). Perspectiva de ensino-aprendizagem dos princípios de ação e das regras de ação nos esportes coletivos de invasão. Pensar en Movimiento: Revista de Ciencias del Ejercicio y la Salud, 19(1), 17-13. https://doi.org/10.15517/pensarmov.v19i1.44215
Menezes, R. P., Morato, M. P. & Marques, R. F. R. (2016). Estratégias de transição ofensiva e defensiva no handebol na perspectiva de treinadores experientes. Journal of Physical Education, 27(1), 3–12. https://doi.org/10.4025/jphyseduc.v27i1.2753
Morales-Belando, M., Kirk, D. & Arias-Estero, J. (2022). A systematic review of Teaching Games for Understanding Intervention Studies from a practice-referenced perspective. Research Quarterly for Exercise and Sport, 93(4), 670-681. https://doi.org/10.1080/02701367.2021.1897066
Oslin, J., Mitchell, S. & Griffin, L. (1998). The Game Performance Assessment Instrument (GPAI): Development and preliminary validation. Journal of Teaching in Physical Education, 17(2), 231-243. https://doi.org/10.1123/jtpe.17.2.231
Ouzzani, M., Hammady, H., Fedorowicz, Z. & Elmagarmid, A. (2016). Rayyan — A web and mobile app for systematic reviews. Systematic Reviews, 5(1). https://doi.org/10.1186/s13643-016-0384-4
Paes, R. & Balbino, H. (2009). A pedagogia do esporte e os jogos coletivos. Em De Rose Jr. (eds.), Esporte e atividade física na infância e na adolescência: uma abordagem multidisciplinar (73-84). Artmed.
Page, M., McKenzie J. E., Bossuyt, P. M., Boutron I., Hoffmann, T. C., Mulrow, C. D. … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71), 1-9. https://doi.org/10.1136/bmj.n71
Petiot, G., Aquino, R., Silva, D., Barreira, D. & Raab, M. (2021). Contrasting learning psychology theories applied to the teaching-learning-training process of tactics in soccer. Frontiers in Psychology, 12, 637085. https://doi.org/10.3389/fpsyg.2021.637085
Pizarro, A., Moreno Domínguez, A., Sevil Serrano, J., García-González, L. & del Villar Álvarez, F. (2017). The effects of a comprehensive teaching program on dribbling and passing decision-making and execution skills of young footballers. Kinesiology, 49(1), 74-83. https://hrcak.srce.hr/ojs/index.php/kinesiology/article/view/5322
Práxedes, A., Moreno, A., Sevil, J., García-González, L. & Del Villar, F. (2016). A preliminary study of the effects of a comprehensive teaching program, based on questioning, to improve tactical actions in young footballers. Perceptual and Motor Skills, 122(3), 742-756. https://doi.org/10.1177/0031512516649716
Sierra-Ríos, J., Clemente, F., Rey, E. & González-Víllora, S. (2020). Effects of 6 weeks direct instruction and Teaching Games for Understanding Programs on physical activity and tactical behaviour in U-12 soccer players. International Journal of Environmental Research And Public Health, 17(14), 5008. https://doi.org/10.3390/ijerph17145008
Cómo citar
Licencia
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
POLÍTICAS DE ACCESO DE LA PUBLICACIÓN
La Revista de Investigación Cuerpo, Cultura y Movimiento es una publicación académica de acceso abierto que apoya de manera decidida el libre intercambio de conocimientos para la investigación y la educación, mediante la autorización expresa de la reproducción, distribución y comunicación pública sin costo de los artículos que publica. Sin embargo, para el uso comercial, se exige la autorización expresa del editor. Con el fin de cumplir este objetivo, los artículos que se remitan para ser publicados en la Revista de Investigación Cuerpo, Cultura y Movimiento deberán cumplir con los siguientes parámetros:
• El autor otorgará a la Universidad Santo Tomás, a través de su Facultad de Cultura Física, Deporte y Recreación, una licencia automática y limitada para la publicación en la Revista de Investigación Cuerpo, Cultura y Movimiento y para incluir el artículo en índices y sistemas de búsqueda.
• El autor manifestará su consentimiento para que el artículo, al ser publicado en la Revista de Investigación Cuerpo, Cultura y Movimiento, sea registrado bajo la licencia Creative Commons Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
ACEPTACIÓN DE LAS CONDICIONES POR PARTE DE LOS AUTORES
El envío del artículo implica la aceptación de las condiciones expresadas en este documento.
