Research Impact: The purpose of this study was to establish any difference in terms of game performance and game involvement using Sport Education (SE) or a combined use of SE and Teaching Games for Understanding (TGfU). In a bid to facilitate future implementation of these models, the study provides a rich description of the pedagogies arising during both interventions. The participants were 85 fourth- and fifth-grade students (aged 9–11) from four physical education classes within one elementary school. The content was a 15-lesson season of basketball taught through the principles of SE or a combined use of SE and TGfU. The game performance assessment instrument was used in a systematic observation of video recordings of students’ game behavior. In terms of decision making, support, overall game performance, and game involvement, a combined use of SE and TGfU unit overtakes the scores in SE. Conclusions: There is evidence that supporting the use of combined models in the physical education context can improve students’ game performance and game involvement.
Guijarro, E., MacPhail, A., Arias-Palencia, N.M., & González-Víllora, S. (2021). Exploring Game Performance and Game Involvement: Effects of a Sport Education Season and a Combined Sport Education—Teaching Games for Understanding Unit. Journal of Teaching in Physical Education, https://doi.org/10.1123/jtpe.2020-0170
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