Using a Reflective Research Approach on the Implementation of Teaching Games for Understanding in Physical Education: A Scoping Review
DOI:
https://doi.org/10.17309/tmfv.2025.3.30Keywords:
teaching games for understanding (TGFU), physical education, scoping reviewAbstract
Background. Teaching games for understanding (TGFU) learning is an innovative model to improve motivation, participation, and motor skills. In the implementation, special analyses are needed to determine future opportunities.
Objectives. This study aimed to conduct a scoping review of the implementation of TGFU.
Materials and methods. This literature review used a scoping method to collect data through Google Scholar, Pubmed, Wiley, and Scopus databases. The data inclusion criteria were original quantitative and mixed articles discussing TGFU, research focusing on the implementation of TGFU, research written in English, and published between 2020 and 2025. Furthermore, data screening identified 20 final articles using quantitative and qualitative methods through Rayyan and Mendeley.
Results. According to study’s results, the highest number of published articles was 5 (25%) and 4 (20%) in 2018 and 2024, respectively. The results were categorized into four key themes, namely (1) Implementation – primarily focused on improving game understanding and decision-making, (2) Challenges and Obstacles – difficulties in modifying learning, curriculum adjustments, time constraints, and variations in students’ engagement, (3) Effectiveness – increased participation, motivation, and motor skill development, and (4) Success Factors – influenced by adequate training, students’ participation, curriculum balance, environmental support, evaluation, and the types of modified games used.
Conclusions. The findings of this study show that continuous training for teachers and curriculum adjustments were needed to implement TGFU effectively.
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