Main Article Content
Abstract
Physical education has an important role in helping students develop quality skills. The Teaching Games for Understanding (TGFU) approach is a learning model that focuses on developing abilities through the form of basic playing concepts. TGFU is considered to have an influence in improving learning skills, especially in the domain of cognitive abilities such as decision making. This study describes the effectsthe TGFU model of cognitive abilities. The design of this writing is study literature review. The results of several studies indicate an increase in cognitive abilities in students who apply the TGFU learning model in the implementation of sports and games.
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References
- Abdullah, B., Badiei, M., Sulaiman, T., & Baki, R. (2014). Enhance Critical Thinking in Physical Education among Malaysian University Students, 4(5), 198–203. https://doi.org/10.5923/j.sports.20140405.07
- Chatzipanteli, A., Digelidis, N., & Karatzoglidis, C. (2015). Physical Education and Sport Pedagogy A tactical-game approach and enhancement of metacognitive behaviour in elementary school students. Physical Education and Sport Pedagogy, (February 2015), 37–41. https://doi.org/10.1080/17408989.2014.931366
- Gil, V. M. G., Álvarez, F. D. V., Pizarro, A. P., & Domínguez, A. M. (2019). Questioning as a fundamental tool for physical education students to develop decision-making skills. Movimento, 25(1). https://doi.org/10.22456/1982-8918.86547
- Gray, S., & Sproule, J. (2011). Developing pupils’ performance in team invasion games. Physical Education and Sport Pedagogy, 16(1), 15–32. https://doi.org/10.1080/17408980903535792
- Gurvitch, R., & Metzler, M. (2013). Instructional Models, 30–37.
- Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, (December 2014), 37–41. https://doi.org/10.1080/17408989.2012.754005
- Ikbal, A. M., Yudiana, Y., & Juliantine, T. (2019). The Effect of Learning Model and Critical Thinking Skills to Solve Motion Situation Problem Ability in Invasion Game, 11(Icsshpe 2018), 92–96. https://doi.org/10.2991/icsshpe-18.2019.26
- Johnson, I. L., & Walker, E. R. (2016). Teaching Games for Understanding: Building a Physically Literate Individual. Journal of Physical Education, Recreation & Dance, 3084(July). https://doi.org/10.1080/07303084.2016.1192922
- Lind, R. R., Geertsen, S. S., Ørntoft, C., Larsen, M. N., Dvorak, J., Ritz, C., & Krustrup, P. (2017). Improved cognitive performance in preadolescent Danish children after the school-based physical activity programme “ FIFA 11 for Health ” for Europe – A cluster-randomised controlled trial Improved cognitive performance in preadolescent Danish children af, 1391(November). https://doi.org/10.1080/17461391.2017.1394369
- Liu, J., Mcbride, R. E., Xiang, P., & Scarmardo-rhodes, M. (2017). Physical Education Pre-service Teachers ’ Understanding , Application , and Development of Critical Thinking Physical Education Pre-service Teachers ’ Understanding ,. Quest, 00(00), 1–16. https://doi.org/10.1080/00336297.2017.1330218
- Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., Altman, D., Antes, G., … Tugwell, P. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7). https://doi.org/10.1371/journal.pmed.1000097
- Morales-Belando, M. T., Calderón, A., & Arias-Estero, J. L. (2018). Improvement in game performance and adherence after an aligned TGfU floorball unit in physical education. Physical Education and Sport Pedagogy, 23(6), 657–671. https://doi.org/10.1080/17408989.2018.1530747
- Nathan, S. (2016). Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models. SpringerPlus, 5(1). https://doi.org/10.1186/s40064-016-2872-3
- Pizarro, A. P., García-González, L., Cortés, Á. M., Perla Moreno Arroyo, M., & Domínguez, A. M. (2016). Application of an intervention program to improve tactical understanding in indoor football: A study conducted in an educational context. Movimento, 22(1), 51–62. https://doi.org/10.22456/1982-8918.55024
- Rink, J. E. (2013). Measuring teacher effectiveness in physical education. Research Quarterly for Exercise and Sport, 84(4), 407–418. https://doi.org/10.1080/02701367.2013.844018
- Rodríguez-negro, J., & Yanci, J. (2019). Which instructional models influence more on perceived exertion , affective valence , physical activity level , and class time in physical education ? Educational Psychology, 0(0), 1–14. https://doi.org/10.1080/01443410.2019.1613516
- Sierra-Ríos, J. V., Clemente, F. M., 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), 1–14. https://doi.org/10.3390/ijerph17145008
- Slater, T., & Butler, J. I. (2015). Examining connections between the physical and the mental in education: A linguistic analysis of PE teaching and learning. Linguistics and Education, 30, 12–25. https://doi.org/10.1016/j.linged.2015.03.006
References
Abdullah, B., Badiei, M., Sulaiman, T., & Baki, R. (2014). Enhance Critical Thinking in Physical Education among Malaysian University Students, 4(5), 198–203. https://doi.org/10.5923/j.sports.20140405.07
Chatzipanteli, A., Digelidis, N., & Karatzoglidis, C. (2015). Physical Education and Sport Pedagogy A tactical-game approach and enhancement of metacognitive behaviour in elementary school students. Physical Education and Sport Pedagogy, (February 2015), 37–41. https://doi.org/10.1080/17408989.2014.931366
Gil, V. M. G., Álvarez, F. D. V., Pizarro, A. P., & Domínguez, A. M. (2019). Questioning as a fundamental tool for physical education students to develop decision-making skills. Movimento, 25(1). https://doi.org/10.22456/1982-8918.86547
Gray, S., & Sproule, J. (2011). Developing pupils’ performance in team invasion games. Physical Education and Sport Pedagogy, 16(1), 15–32. https://doi.org/10.1080/17408980903535792
Gurvitch, R., & Metzler, M. (2013). Instructional Models, 30–37.
Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, (December 2014), 37–41. https://doi.org/10.1080/17408989.2012.754005
Ikbal, A. M., Yudiana, Y., & Juliantine, T. (2019). The Effect of Learning Model and Critical Thinking Skills to Solve Motion Situation Problem Ability in Invasion Game, 11(Icsshpe 2018), 92–96. https://doi.org/10.2991/icsshpe-18.2019.26
Johnson, I. L., & Walker, E. R. (2016). Teaching Games for Understanding: Building a Physically Literate Individual. Journal of Physical Education, Recreation & Dance, 3084(July). https://doi.org/10.1080/07303084.2016.1192922
Lind, R. R., Geertsen, S. S., Ørntoft, C., Larsen, M. N., Dvorak, J., Ritz, C., & Krustrup, P. (2017). Improved cognitive performance in preadolescent Danish children after the school-based physical activity programme “ FIFA 11 for Health ” for Europe – A cluster-randomised controlled trial Improved cognitive performance in preadolescent Danish children af, 1391(November). https://doi.org/10.1080/17461391.2017.1394369
Liu, J., Mcbride, R. E., Xiang, P., & Scarmardo-rhodes, M. (2017). Physical Education Pre-service Teachers ’ Understanding , Application , and Development of Critical Thinking Physical Education Pre-service Teachers ’ Understanding ,. Quest, 00(00), 1–16. https://doi.org/10.1080/00336297.2017.1330218
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., Altman, D., Antes, G., … Tugwell, P. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7). https://doi.org/10.1371/journal.pmed.1000097
Morales-Belando, M. T., Calderón, A., & Arias-Estero, J. L. (2018). Improvement in game performance and adherence after an aligned TGfU floorball unit in physical education. Physical Education and Sport Pedagogy, 23(6), 657–671. https://doi.org/10.1080/17408989.2018.1530747
Nathan, S. (2016). Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models. SpringerPlus, 5(1). https://doi.org/10.1186/s40064-016-2872-3
Pizarro, A. P., García-González, L., Cortés, Á. M., Perla Moreno Arroyo, M., & Domínguez, A. M. (2016). Application of an intervention program to improve tactical understanding in indoor football: A study conducted in an educational context. Movimento, 22(1), 51–62. https://doi.org/10.22456/1982-8918.55024
Rink, J. E. (2013). Measuring teacher effectiveness in physical education. Research Quarterly for Exercise and Sport, 84(4), 407–418. https://doi.org/10.1080/02701367.2013.844018
Rodríguez-negro, J., & Yanci, J. (2019). Which instructional models influence more on perceived exertion , affective valence , physical activity level , and class time in physical education ? Educational Psychology, 0(0), 1–14. https://doi.org/10.1080/01443410.2019.1613516
Sierra-Ríos, J. V., Clemente, F. M., 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), 1–14. https://doi.org/10.3390/ijerph17145008
Slater, T., & Butler, J. I. (2015). Examining connections between the physical and the mental in education: A linguistic analysis of PE teaching and learning. Linguistics and Education, 30, 12–25. https://doi.org/10.1016/j.linged.2015.03.006