Motor and cognitive domains are the most frequent TGfU learning outcomes studied; the social domain is rare and often negative¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The development of the motor and cognitive domains were the most frequent learning outcomes in the reviewed TGfU research. → Barba-Martín Raúl A. 2020 q3 i? The social domain hardly appears in the analyzed publications, appearing as the main domain only in one study, and results on collaboration were not particularly positive in six investigations. → Barba-Martín Raúl A. 2020

Evidence¶

Barba-Martín Raúl A. 2020¶

Barba-Martín Raúl A., Bores-García Daniel, Hortigüela-Alcalá David, González-Calvo Gustavo. (2020). The Application of the Teaching Games for Understanding in Physical Education. Systematic Review of the Last Six Years. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph17093330

q3 · i? · review · r2

The review's analysis of learning domains across the 12 studies finds motor and cognitive development most frequent, in line with the model's foundations; cognitive development is the main domain in three named studies and motor development in two. It also reports "the social domain hardly appears in the publications analyzed", being main only in Koekoek and Knoppers' research.

"The development of the motor and cognitive domains have been the most frequent learning outcomes in the research"

Discussion¶

Related Claims¶

• TGfU school-implementation research 2014–2019 comprises only 12 school-based studies despite many publications
• TGfU studies generally report positive results for game performance and understanding, but reveal weaknesses in the social domain relative to other models — related
• TGfU implementations in schools are typically short-term, which the review judges too short to achieve significant outcomes — related