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dc.contributor.authorAbad Robles, Manuel Tomás 
dc.contributor.authorCollado Mateo, Daniel
dc.contributor.authorFernández Espínola, Carlos
dc.contributor.authorCastillo Viera, Estefanía 
dc.contributor.authorGiménez Fuentes-Guerra, Francisco Javier 
dc.date.accessioned2020-03-09T12:34:47Z
dc.date.available2020-03-09T12:34:47Z
dc.date.issued2020-01
dc.identifier.citationAbad Robles, M. T., Collado Mateo, D., Fernández Espínola, C., Castillo Viera, E., Giménez Fuentes-Guerra, F. J. (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. DOI: https://doi.org/10.3390/ijerph17020505es_ES
dc.identifier.issn1661-7827
dc.identifier.urihttp://hdl.handle.net/10272/17586
dc.description.abstractThe question of how games should be taught is still a controversial subject. There has been a growing number of studies on teaching games and coaching sports since the first publication of Bunker and Thorpe on Teaching Games for Understanding (TGfU). In this sense, the present systematic review and meta‐analysis aimed to systematically review the scientific literature about the effects of technical and tactical approach interventions on skill execution and decision making, and to examine the influence of the teacher/coach management style. A systematic literature search was carried out in accordance with PRISMA guidelines in Web of Science (WOS), PubMed (Medline), Scopus, and SportDiscus electronic databases. A total of seven and six studies were deemed to meet the inclusion criteria for decision making and skill execution, respectively. Metaanalysis results showed that tactical interventions achieved significant improvements in decision making (effect size = 0.89 with 95% confidence interval (CI) from 0.12 to 1.65), but they did not show significant improvements in skill execution (effect size = 0.89 with 95% CI from −0.45 to 2.23) compared to technical approaches. However, the heterogeneity of interventions was large and the quality of evidence was low according to GRADE. In conclusion, tactical approaches are recommended to teach games and sports in order to develop technique, understanding, tactical knowledge, and decision making, which are demanded in game play. These findings could be useful for teachers and coaches to improve these aspects of their players and students.es_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.relation.isversionofPublisher’s versión
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/*
dc.subject.otherTGfUes_ES
dc.subject.otherSport pedagogyes_ES
dc.subject.otherTechnique‐focused approacheses_ES
dc.subject.otherTactical approacheses_ES
dc.titleEffects of Teaching Games on Decision Making and Skill Execution: A Systematic Review and Meta‐Analysises_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.identifier.doi10.3390/ijerph17020505
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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