Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods
Abstract
:1. Introduction
2. Materials and Methods
2.1. Design
2.2. Participants
2.3. Mesures and Instruments
2.3.1. Questionnaires for Students
2.3.2. Instruments for Teachers
2.4. Procedure
2.4.1. Hybrid Intervention Program TPSR + TGfU
2.4.2. Continuous Training of EG Teachers
2.4.3. Loyalty of the Hybrid Program Registry
2.5. Data Analysis
3. Results
3.1. Results of the Strategies Used
3.2. Results of the Interviews
3.3. Results of the Inferential Analysis
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Intervention Week | Objective | Content (CG) | Content (EG) | TGfU (Principle and Tactical Problem) | TGfU. Skill-Execution Task Example | TPSR (Level of Responsibility: Strategies) | TPSR. Example of Responsibility Strategy |
---|---|---|---|---|---|---|---|
Week 1 | Initiate students in futsal. | Futsal: Ball control, passes, and shots. | Futsal: Decision making with the possession of the ball. | Keep possession of the ball Who to pass? | In groups of six students, they form a circle (rondo), and one student stands in the middle trying to take the ball while making passes. | Level 1: Class norms were established in consensus with the students. | The students made a mural showing the rules of class behavior that they made themselves place on the wall of the pavilion. |
Week 2 | Understand the technical and tactical aspects of futsal. | Futsal: Shots on goal and opposition situations 1vs1. | Futsal: Decision making with the possession of the ball. | Advance with the mobile and invade the opponent’s field. Pass or advance? | Three students attack and two defend; the objective of the activity is to reach a goal line by passing the ball to the player who is free without resorting to dribbling. | Level 1: Teams were randomly configured to work on respect among students. | A discussion circle was held in the final part of the session where students had to adopt respectful attitudes, such as: Raising their hands before speaking or respecting their turn to speak. |
Week 3 | Know aspects of futsal defensive and offensive tactics. | Futsal: Defensive and offensive situations with numerical superiority and inferiority. | Futsal: Defensive tactical situations | Avoid marking. Where should I stand? | Two students defend and two attack; the students who defend the goal, must prevent the attackers from having a shot because there is no goalkeeper. | Level 2: Success was redefined in the different activities to encourage participation and effort | Activities were proposed where the result of the competition was not taken into account, but also the effort made by the group or the student, valued by the teacher and the rest of the classmates. |
Week 4 | Learn complex tactical aspects. | Futsal: Real game situations. | Futsal: Movements without the ball: lose the marks. | Attacking without the ball What is the best space to move to? | In groups of three, the students had to pass the ball to their teammates who came running to an area delimited with cones near the goal to get the point. | Level 2: We worked with an intensity scale, so that the students could measure their degree of effort from 0 to 10. | The students had a card during the activities they carried out this week to mark the perceived effort at the end of the activity from 1 to 10. |
Week 5 | Start the students in volleyball. | Volleyball: Serve, forearm pass, and setting. | Volleyball: Making a decision between the different types of hitting | Control the ball What attack helps us the most to place the ball on a partner? | In pairs, the students decide what type of attack to use to achieve the greatest number of hits without the ball falling to the ground. | Level 2: A modification of the tasks was carried out depending on the group that was working on them to promote participation. | The students with greater motor competence had to achieve a greater number of attacks at a greater distance, while for the rest of the groups, the objective was to overcome themselves during the activity. |
Week 6 | Know regulatory aspects of volleyball. | Volleyball: Collective games to develop technical-tactical aspects. | Volleyball: Regulation, rotations, and scoring. | Know the rules of the game What are the different field areas? | A reduced game situation was carried out (3 vs. 3) where a student assumed the role of referee to be able to explain the regulatory aspects of the game to his teammates. | Level 3: A distribution of tasks was carried out, the teacher explains the activity, but it must be the students who organize themselves independently to carry out the different roles and rotate. (coach, referee, player). | A game simulation was carried out, and the students themselves had to assume the roles of referee, player, coach, physical trainer, and scorer. |
Week 7 | Learn to work as a team in volleyball. | Volleyball: Reduced game situations and team competition. | Volleyball: Team communication, modified game situations. | Communicate action How should we communicate during the play? | Groups of four. One player serves from the other side, the receiving player shouts “mine”, and the placing player says the name of the player to whom the ball is going so that he is ready and passes it to the opposite field. | Level 3: Independent work of the students was promoted, establishing a series of game problems to which they had to solve and offer activities to be able to develop them. | The teacher played a game where the students who had brilliant ideas to provide solutions to the problem raised had a reward. |
Week 8 | Initiate students in basketball. | Basketball: Passes and shots. | Basketball: Decision-making between the different types of passes. | Keep possession of the ball. What type of pass to make? | In pairs, the students made passes between them, while moving laterally, choosing the type of pass depending on the distance that separates them. | Level 3: A personal work plan was provided, the students had a card that indicated the instructions for the task. | One student was in charge of reading the task to their group, and the rest were in charge of organizing the task independently, without resorting to the help of the teacher. |
Week 9 | Know defensive tactical aspects of basketball. | Basketball: Layup, three point shots, and blocks. | Basketball: Defensive tactics and markings. | Regain possession of the ball. How should I defend? | 2 vs. 1, the objective of the activity is for the defending student to prevent the pass to the teammate who does not have the ball. | Level 3: During this week, the students continued to use the personal work plan strategy. | A student-teacher was chosen, who followed the instructions of the work plan, he was in charge of explaining the activities to the rest of the class. |
Week 10 | Selecting the shots to the basket. | Basketball: Specific roles, functions, and movements. | Basketball: Cooperation-opposition played situations | Achieve to shoot and score. From where can I be more effective? | A game is played to a 3 vs. 3 basket, the attacking team must shoot from defined areas so that the basket scores double. | Level 4: Students set some group goals and helped each other to achieve them | The students proposed additional objectives to each activity, such as: Pass the ball to all the classmates. In addition to the objective of the activity, the students helped each other to achieve this group objective. |
Week 11 | Solve situations of cooperation-opposition in basketball. | Basketball: Cooperation-opposition games and matches. | Basketball: Strategic principles of attack and defense, blockades. | Avoid marking. Where should I stand? | Basketball game 5 vs. 5 to a single basket, students who block an opponent’s shot achieve the same score as a basket. | Level 4: Reciprocal teaching was carried out, the students with the greatest experience in sport helped their classmates to improve in certain aspects. | Group captains were chosen to teach their teammates technical and tactical aspects of basketball during the activities, leaving a “time out”. |
Teachers (EG) (N = 2) | Teachers (CG) (N = 2) | U of Mann Whitney | |||
---|---|---|---|---|---|
M | SD | M | SD | p-Value | |
Example of respect | 98.33 | 4.08 | 100 | 0.00 | 0.280 |
Sets expectations | 94.40 | 6.19 | 87.23 | 9.63 | 0.103 |
Gives opportunities for success | 73.07 | 9.98 | 44.19 | 14.82 | 0.008 ** |
Encourages social interaction | 76.63 | 7.41 | 50.43 | 16.44 | 0.006 * |
Assigns tasks | 21.52 | 5.60 | 30.61 | 17.73 | 0.517 |
Leadership | 16.75 | 11.81 | 17.06 | 10.23 | 0.942 |
Granting of choice and voice | 62.32 | 8.98 | 15.39 | 8.17 | 0.003 ** |
Role in Evaluation | 12.82 | 4.69 | 0.00 | 0.00 | 0.001 ** |
Transfer | 11.15 | 7.07 | 0.00 | 0.00 | 0.004 ** |
Modified sports game | 39.93 | 4.24 | 41.53 | 6.43 | 0.505 |
Tactical awareness | 26.88 | 10.30 | 0.00 | 0.00 | 0.001 ** |
Skill execution | 23.42 | 6.98 | 0.00 | 0.00 | 0.001 ** |
Pretest | Posttest | Difference between Pre and Post | Intergroups Difference of Means | ||||
---|---|---|---|---|---|---|---|
Group | Mean | SD | Mean | SD | p-Value | p-Value | |
AutonomousM | Control | 5.636 | 0.762 | 5.711 | 0.804 | 0.504 | 0.001 ** |
Experimental | 5.824 | 0.919 | 6.304 | 0.575 | 0.000 ** | ||
p-value + η2 | 0.270 | 0.013 | 0.000 ** | 0.149 | |||
ControlledM | Control | 3.991 | 1.297 | 4.064 | 1.335 | 0.672 | 0.211 |
Experimental | 3.980 | 1.300 | 4.230 | 1.429 | 0.194 | ||
p-valor + η2 | 0.967 | 0.000 | 0.551 | 0.004 | |||
Demotivation | Control | 1.796 | 0.968 | 1.623 | 0.774 | 0.293 | 0.011 * |
Experimental | 1.994 | 1.452 | 1.534 | 0.852 | 0.013 * | ||
p-value + η2 | 0.417 | 0.007 | 0.589 | 0.003 | |||
SDI | Control | 9.350 | 3.545 | 9.709 | 3.526 | 0.535 | 0.012 * |
Experimental | 9.639 | 4.945 | 11.486 | 3.179 | 0.005 ** | ||
p-value + η2 | 0.736 | 0.001 | 0.011 * | 0.065 | |||
Competences | Control | 4.532 | 1.079 | 4.323 | 1.271 | 0.210 | 0.887 |
Experimental | 4.579 | 1.186 | 4.824 | 1.272 | 0.190 | ||
p-value + η2 | 0.835 | 0.000 | 0.054 | 0.038 | |||
Relationship | Control | 5.296 | 1.055 | 5.646 | 1.028 | 0.035 * | 0.001 ** |
Experimental | 5.159 | 0.937 | 5.693 | 1.226 | 0.004 ** | ||
p-value + η2 | 0.504 | 0.005 | 0.834 | 0.000 | |||
Autonomy | Control | 5.030 | 1.234 | 5.151 | 1.024 | 0.430 | 0.021* |
Experimental | 5.144 | 1.058 | 5.561 | 1.068 | 0.017 * | ||
p-value + η2 | 0.629 | 0.002 | 0.056 | 0.037 | |||
PMI | Control | 4.952 | 0.842 | 5.040 | 0.859 | 0.476 | 0.009** |
Experimental | 4.961 | 0.792 | 5.359 | 0.921 | 0.004 ** | ||
p-value + η2 | 0.980 | 0.000 | 0.078 | 0.032 | |||
Enjoyment | Control | 4.367 | 0.578 | 4.494 | 0.506 | 0.162 | 0.001 ** |
Experimental | 4.300 | 0.692 | 4.659 | 0.435 | 0.001 ** | ||
p-value + η2 | 0.600 | 0.003 | 0.090 | 0.029 | |||
Boredom | Control | 1.609 | 0.820 | 1.481 | 0.666 | 0.244 | 0.082 |
Experimental | 1.420 | 0.828 | 1.261 | 0.523 | 0.193 | ||
p-value + η2 | 0.260 | 0.013 | 0.076 | 0.032 | |||
Personal responsibility | Control | 5.161 | 0.741 | 5.200 | 0.786 | 0.724 | 0.040* |
Experimental | 5.120 | 0.816 | 5.425 | 0.566 | 0.015 * | ||
p-value + η2 | 0.795 | 0.001 | 0.113 | 0.026 | |||
Social responsibility | Control | 5.218 | 0.667 | 5.262 | 0.600 | 0.610 | 0.006** |
Experimental | 5.081 | 0.569 | 5.403 | 0.598 | 0.001 ** | ||
p-value + η2 | 0.273 | 0.012 | 0.249 | 0.014 | |||
IPA | Control | 4.029 | 0.706 | 4.036 | 0.826 | 0.961 | 0.003 ** |
Experimental | 4.000 | 0.646 | 4.341 | 0.506 | 0.000 ** | ||
p-value + η2 | 0.833 | 0.000 | 0.029 * | 0.048 |
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García-Castejón, G.; Camerino, O.; Castañer, M.; Manzano-Sánchez, D.; Jiménez-Parra, J.F.; Valero-Valenzuela, A. Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods. Children 2021, 8, 573. https://doi.org/10.3390/children8070573
García-Castejón G, Camerino O, Castañer M, Manzano-Sánchez D, Jiménez-Parra JF, Valero-Valenzuela A. Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods. Children. 2021; 8(7):573. https://doi.org/10.3390/children8070573
Chicago/Turabian StyleGarcía-Castejón, Gregorio, Oleguer Camerino, Marta Castañer, David Manzano-Sánchez, José Francisco Jiménez-Parra, and Alfonso Valero-Valenzuela. 2021. "Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods" Children 8, no. 7: 573. https://doi.org/10.3390/children8070573
APA StyleGarcía-Castejón, G., Camerino, O., Castañer, M., Manzano-Sánchez, D., Jiménez-Parra, J. F., & Valero-Valenzuela, A. (2021). Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods. Children, 8(7), 573. https://doi.org/10.3390/children8070573