PEDAGOGICAL INTERVENTION IN TEAM SPORTS: A SYSTEMATIC REVIEW

Mazzardo, Tatiane; Aburachid, Layla Maria Campos; Morales, Juan Carlos Perez; Greco, Pablo Juan

doi:10.4025/jphyseduc.v33i1.3338

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Review Article • J. Phys. Educ. 33 • 2022 • https://doi.org/10.4025/jphyseduc.v33i1.3338 copy

PEDAGOGICAL INTERVENTION IN TEAM SPORTS: A SYSTEMATIC REVIEW

INTERVENÇÃO PEDAGÓGICA NOS ESPORTIVOS COLETIVOS: UMA REVISÃO SISTEMÁTICA

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

The production of literature with intervention programs was analyzed, applied to team sports. The databases consulted on the subject, in the last 20 years, were the Web of Science, Scielo and PubMed. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) guidelines were used with the keywords: team sports and team sports games, associated with the terms: teaching models, sports teaching, teaching-learning-training, pedagogical intervention, tactical-technical performance and cognitive processes, in Portuguese, English and Spanish. After screening with defined criteria, 39 manuscripts were selected to compose the sample. The descriptive analysis showed that the years 2016 and 2018 presented a higher number of publications (17.95% each year); the English language most used in publications (69.24%); football and basketball have comprised the highest number of studies (25.64% and 17.95%, respectively); the teaching programs spanned between 5 and 54 class sessions; the sample of studies with schoolchildren was the most chosen (64.1%); most teaching programs focused on tactics; and the main variables analyzed were tactical knowledge, tactical-technical performance and specific skills. In the production of literature analyzed, there was a tendency in the last 10 years to apply sports teaching programs with tactical approaches and also change and/or add content to these programs, in order to enhance the development of students/athletes. These changes leave open reflections on possible changes in teacher guidance in the praxis in teaching-learning of team sports.

Keywords:
Team sports; Systematic review; Pedagogical intervention

	Author(s)/ Year	SM	NSs	SL	AG	Intervention program	Variables assessed	Main results
1	Corrêa et al., 2004¹⁷17 Corrêa UC, Silva AS, Paroli R. Efeitos de diferentes metodos de ensino na aprendizagem do futebol de salao. Motriz2004;10(2):79-88.	FT	12	SC	12.6 (± 1.8)	Four experimental groups: parts, situational, tactical and whole.	Involvement in the game, DM, skill execution, support and overall performance.	Considering futsal learning, the results showed that the female subjects who had learned under the whole method improved in all the variables assessed, and that those who had learned under the part method improved their involvement in the game. The male individuals showed no effect with regard to the different teaching methods.
2	Morales, Greco, 2007¹⁸18 Morales JCP, Greco PJ. A influência de diferentes metodologias de ensino-aprendizagem-treinamento no basquetebol sobre o nível de conhecimento tático processual. Ver Bras Educ Fís Esporte 2007;21(4):291-299. Doi: 10.1590/S1807-55092007000400004 https://doi.org/10.1590/S1807-5509200700...	BB	50	ATs	11.14 (± 0.8)	Situational Method (SM)/Global Method (GM); Situational Method /Mixed Method (MM); Analytical Method (AM)	TLT and PTK Processes. SM+GM=18 sessions/ SM+MM=14 sessions/ AM=18 sessions.	Concerning PTK performance level, it was confirmed that the global-situational method (GS) provided an opportunity to improve the parameters of offering and orienting oneself, besides recognizing convergent spaces. It can be said that the GS method positively contributed for the development of the participants' tactical intelligence. In addition, TLT methods based on traditional methodologies (mixed and analytical) are not interesting alternatives for initiation into sports.
3	MacPhail et al., 2008¹⁹19 MacPhail A, Kirk D, Griffin L. Throwing and catching as relational skills in game play: Situated learning in a modified game unit. JTPE2008:27(1):100-115. Doi: 10.1123/jtpe.27.1.100 https://doi.org/10.1123/jtpe.27.1.100...	BB	12	SC	9 to 10	Tactical Games Model (TGM) - Teaching Games for Understanding (TGfU)	Skills - throwing and passing	The examination of the physical-perceptive and social-interactive dimensions of situational learning through TGM and TGfU showed that two fundamental skills for students in the early stages of learning to play a ball game, that is, throwing and passing, are complex, relational and interdependent.
4	Pinho et al., 2010²⁰20 Pinho ST, Alves DM, Greco PJ, Schild JFG. Método situacional e sua influência no conhecimento tático processual de escolares. Motriz:rev educ fís 2010;16(3):580-590. Doi: 10.5016/1980-6574.2010v16n3p580 https://doi.org/10.5016/1980-6574.2010v1...	HB	18	SC	10 to 12	Situational Method x Traditional Method	PTK	The results confirmed improvement in PTK for the group under situational method, whereas the traditional method group did not show significant improvement in any of the parameters assessed.
5	Ricci et al., 2011²¹21 Ricci GS, Baldy HHR, Menezes RP, Dechechi CJ, Ramari C. Avaliação da aprendizagem do handebol por jovens entre 11 e 14 anos a partir do método situacional. Pensar Prát 2011;14(1):1-18. Doi: 10.5216/rpp.v14i1.6673 https://doi.org/10.5216/rpp.v14i1.6673...	HB	32	SC	11 to 14	Situational Method	Tactical/technical skills	The results showed improvement regarding the players' tactical skill and the maintenance of their technical skill, which shows the effectiveness of the method for the game tactical learning. In addition, it is evident that the situational method enabled the students to learn the game incidentally, without stress to improve technique.
6	Taşkin et al., 2011²²22 Taşkin M, Pepe H, Taşkin C, Gevat C, Taşkin H. The effect of concept maps in teaching sportive technique. Procedia Soc Behav Sci 2011;11:141-144. Doi: 10.1016/j.sbspro.2011.01.049 https://doi.org/10.1016/j.sbspro.2011.01...	+ than 1	6	USs	23.12 (± 1.82)	Conceptual Maps and Traditional Method	Effect of conceptual maps in teaching sport technique.	In the experimental group, the technique was trained by applying the traditional method and conceptual maps; the control group was trained only with the traditional method. Considering time, both groups showed significant differences in the variables assessed with the test.
7	Balakrishnan et al., 2011²³23 Balakrishnan M, Rengasamy S, Aman MS. Effect of Teaching Games for Understanding Approach on Students’ Cognitive Learning Outcome. WASET2011;77:961-963.	HB	4 weeks	SC	10	TGfU and Traditional Method	Understanding of the game and DM	The results showed a significant difference between the TGfU group and the group under traditional teaching when considering the time effect, which suggests the importance of TGfU in improving the understanding of the game and DM of beginners in the handball modality.
8	Psotta & Martin, 2011²⁴24 Psotta R, Martin A. Changes in decision-making skill and skill execution in soccer performance: The intervention study. Acta Gymnica 2011;41(2):7-15. Doi: 10.5507/ag.2011.008 https://doi.org/10.5507/ag.2011.008...	FB	10	ATs	20.9 (± 0.7)	Tactical Model and Techcnical Model	DM and skill execution	The skill execution index and the DM index resulted in significantly higher values when considering the time effect. The study showed that instructional models with dominant tactical-technical tasks might result in significant improvement of both, DM and skill execution performance in young adult individuals under implicit learning.
9	Lima et al., 2012²⁵25 Lima COV, Matias CJAS, Greco PJ. O conhecimento tático produto de métodos de ensino combinados e aplicados em sequências inversas no voleibol. Rev. Bras. Educ. Fís. Esporte2012;129-147.	VB	30	SC	12 to 14	Situational Method and Traditional Method	DTK and PTK	The study consisted of two groups: one under the situational-traditional method (STG) and another under the traditional method (TG). At the end of 15 sessions, the method was inverted and the same number of sessions was performed. The results showed that the sequence of trainings referring to the STG provided significant improvement regarding the players’ intelligence and tactical creativity.
10	Mesquita et al., 2012²⁶26 Mesquita I, Farias C, Hastie P. The impact of a hybrid Sport Education-Invasion Games Competence Model soccer unit on students’ decision making, skill execution and overall game performance. Eur Phys Educ Rev 2012;18(2): 205-219. Doi:10.1177/1356336X12440027 https://doi.org/10.1177/1356336X12440027...	FB	22	SC	10 to 12	Sport Education (SE) and Invasion Games Competence Model (IGCM)	DM; skill execution and in-game performance	The results showed that teaching a soccer unit with SE, supported by the learning task structure offered by the IGCM, provided improvement in skill execution and DM. In addition, there was a strong impact on student learning, especially for girls and students with low skill.
11	Moreira et al., 2013²⁷27 Moreira VJP, Matias CAS, Greco PJ. A influência dos métodos de ensino-aprendizagem-treinamento no conhecimento tático processual no futsal. Motriz2013;19(1):84-98. Doi: 10.1590/s1980-65742013000100009 https://doi.org/10.1590/s1980-6574201300...	FT	18	ATs	7 to 9	Analytical Method and Global Method	TLT and PTK Processes	The results showed that the global method provided improvement in PTK concerning the following parameters: offering, orienting oneself, and recognizing spaces. The analytical method showed improvement only in offering and orienting oneself parameters. The results indicate that training centered on DM, considering the tactical parameter, are indicative for the development of players capable of intelligent and creative autonomous actions. The analytical method did not provide a full development of PTK.
12	Souza et al., 2014²⁸28 Souza CRBC, Muller ES, Costa IT, Graça ABS. Quais comportamentos táticos de jogadores de futebol da categoria sub-14 podem melhorar após 20 sessões de treino? Rev. Bras. Ciênc. Esporte 2014;36(1):71-86. Doi: 10.1590/S0101-32892014000100006 https://doi.org/10.1590/S0101-3289201400...	FB	20	ATs	14 to 15	TGfU	PTK	The results showed significant differences in four variables: the tactical principle ‘defensive unit’, the total of tactical actions performed, the Game Tactical Performance Index, and the Percentage of Errors of the tactical principle ‘space’. It was concluded that TGfU-based training was effective, especially with regard to increasing the Game Tactical Performance Index.
13	Hastie et al., 2014²⁹29 Hastie P, Sinelnikov O, Wallhead T, Layne T. Perceived and actual motivational climate of a mastery-involving sport education season. Eur Phys Educ Rev 2014;20(2):215-228. Doi: 10.1177/1356336X14524858 https://doi.org/10.1177/1356336X14524858...	HB	12	SC	15.9	Sport Education	Motivation	The results showed a consistent perception of the students on the climate domain in all phases of the season, after application of the SE model. The teacher was able to manipulate the predominantly style-based task structure and the formal competition within the SE mode, as well as to promote a mastery climate, with an emphasis on the structures of recognition and assessment based on domain. The latter finding has important instructional implications in the sense of facilitating student motivation when they are taught competitive sports in high school.
14	Aquino et al., 2015³⁰30 Aquino RT, Marques RR, Gonçalves LGC, Vieira LHP, Bedo BLS, Moraes C, et al. Proposta de sistematização de ensino do futebol baseada em jogos: Desenvolvimento do conhecimento tático em jogadores com 10 e 11 anos de idade. Motricidade2015;11(2): 115-128. Doi: 10.6063/motricidade.3724 https://doi.org/10.6063/motricidade.3724...	FB	37	SC	10.73 (± 0.46)	Situational Method	PTK	When comparing the mean values of the offensive, defensive and game Tactical Performance Indexes considering the time effect, a significant increase in the variables was seen (p ≤ 0.05). In view of the above, the systematization of football teaching centered on the use of games, provided a significant development in the tactical learning of the participating players.
15	Whipp et al., 2015³¹31 Whipp PR, Jackson B, Dimmock JA, Soh J. The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education. Front Psychol 2015;6:1-13. Doi: 10.3389/fpsyg.2015.00149 https://doi.org/10.3389/fpsyg.2015.00149...	FB	10	SC	12.46 (± 0.59)	Teachers trained under the game-based model and Teachers instructed under the game-based model	Psychosocial, behavioral, pedagogical and learning variables in School Physical Education (SPE)	The study assessed teachers who had had training in the game-based model and other teachers who were only instructed in the same model. The findings showed that teachers who had received training and teaching resources based on tactical games could improve the behavioral, pedagogical and motor performance results of students in Physical Education.
16	Costa et al., 2016³²32 Costa LCA, Nascimento JV, Vieira LF. Teaching invasive team sports in the school environment: From theory to practice from the perspective of a hybrid model. Jour Phys Educ 2016;27(1):1-14. Doi: 10.4025/jphyseduc.v27i1.2709 https://doi.org/10.4025/jphyseduc.v27i1....	+ than 1	44	SC	11 to 14	Developmental Model and Sport Education	Structuring and developing a hybrid intervention program for the teaching of invasive team sports (futsal, basketball and handball) in SPE.	The investigation was important for showing the possibility of implementing teaching models that favor Teaching-Learning processes related to team sports in the school environment. The evidence obtained helps in understanding the complexity of the act of teaching and in overcoming traditional methods of sports teaching, which are used most of the time. The adoption of the hybrid teaching method by combining the DM and SE principles is viable and promising for the reality investigated.
17	Calderón et al., 2016³³33 Calderón A, Ojeda DM, Valverde JJ, Méndez-Giménez A.“Ahora nos ayudamos más”: Docencia compartida y clima social de aula. Experiencia con el modelo de Educación Deportiva. RICYDE2016;12(44):121-136. Doi: 10.5232/ricyde2016.04403 https://doi.org/10.5232/ricyde2016.04403...	+ than 1	10	SC	9.85 (± 1.19)	Sport Education	Effect on a psychosocial variable (classroom social climate) over a season of Sport Education	The results of the Classroom Environment Scale (CES) based on the interviews and diaries found that shared teaching and pedagogical intervention based on SE improved the classroom social climate of the groups that experienced it. The use of co-teaching provided the students with involvement and teamwork.
18	Cheong et al., 2016³⁴34 Cheong JPG, Lay B, Razman R. Investigating the contextual interference effect using combination sports skills in open and closed skill environments. Jour Sports Sci Med 2016;15(1): 167-175. PMID: 26957940	Others	10	USs	21.56 (± 1.23)	Training Protocol based on traditional games	Skill performance and in-game performance.	The groups improved their dribbling and throwing performance during the acquisition phase when evaluated in a closed environment. Considering the retention phase, there were no differences among the groups. When evaluated in an open-skills environment, all groups improved their percentage of successful executions related to catching and throwing. They also improved both, the total number of attempts and the total number of successful executions for dribbling and throwing. Differences among groups were found with regard to dribbling execution; the game-based group scored a higher number concerning success.
19	Gil-Arias et al., 2016³⁵35 Gil-Arias A, Arroyo MPM, Rabaz FC, Moreno A, Alvarez FDV. Manipulación de los condicionantes de la tarea en Educación Física: Una propuesta desde la pedagogía no lineal. Retos2016;29(29): 22-27. Doi: https://doi.org/10.47197/retos.v0i29.34612 https://doi.org/10.47197/retos.v0i29.346...	VB	9	SC	12 to 13	Methodological principles of non-linear pedagogy	Handling different task constraints in DM and effectiveness in attack action.	The study results showed significant improvement of the participants in both, DM and efficacy between pre and post-test measures. In relation to these results, the Physical Education teacher, in order to make students to obtain progress in their tactical competence, must design motor tasks that are representative of the real game and whose tactical complexity adapts to the students' learning level.
20	Nimmerichter et al., 2016³⁶36 Nimmerichter A, Weber N, Wirth K, Haller A. Effects of video-based visual training on decision-making and reactive agility in adolescent football players. Sports2016;4(1):1-9. Doi: 10.3390/sports4010001 https://doi.org/10.3390/sports4010001...	FB	12	ATs	14 to 15	Visual training	DM and reactive agility via video-based visual training	The results showed that video-based visual training improves DM time and reactive agility sprint time, accompanied by an increase in successful decisions.
21	Lopez et al. 2016³⁷37 Lopez I, Práxedes A, Del Villar F. Effect of an intervention teaching program, based on tgfu model, on the cognitive and execution variables, in the physical education context. Eur J Hum Mov 2016[acesso 20 Mai 2022];37:88-108. Disponível em:Disponível em:https://www.eurjhm.com/index.php/eurjhm/article/view/390 https://www.eurjhm.com/index.php/eurjhm/...	BB	9	SC	14 to 15	TGfU and Direct Instruction	DTK, PTK and skill execution	The results showed that students in the TGfU group had significantly higher PTK than the Direct Instruction group. Regarding the isolated technical execution, significant differences were found in the two groups in the post-test in the three actions (passing, dribbling and throwing). There were no significant differences in DM or execution in a real game situation in either group.
22	Praxédes et al., 2016³⁸38 Práxedes AP, González LG, Cortés ÁM, Arroyo M M, Domínguez AM. Aplicación De Un Programa De Intervención Para Mejorar La Comprensión Táctica En Fútbol Sala: Un Estudio En Contexto Educativo. Movimento2016;22(1):51-62. Doi: 10.22456/1982-8918.55024 https://doi.org/10.22456/1982-8918.55024...	FT	9	SC	12 to 14	TGfU	DM, passing and dribbling	The results showed a significant improvement in the DM with regard to passing in the inexperienced group after the application of the TGfU-based program. However, in the experienced group, no differences were found in any of the variables.
23	Gil-Arias et al., 2017³⁹39 Gil-Arias A, Harvey S, Cárceles A, Práxedes A, Del Villar F. Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PLoS ONE 2017;12(6):1-17. Doi: 10.1371/journal.pone.0179876 https://doi.org/10.1371/journal.pone.017...	+ than 1	16	SC	15.45 (± 0.41)	TGfU and Sport Education	Motivation and perception of competence	The results showed that, regardless of the order of intervention, both groups showed significant improvement in autonomy, competence and fun when they were taught under the hybrid model. Considering other variables, that is, autonomous motivation, relationship and intention to be physically active, there was no significant improvement in any of the groups.
24	Harvey et al., 2017⁴⁰40 Harvey S, Gil-Arias A, Smith ML, Smith LR. Middle and elementary school students’ changes in self-determined motivation in a basketball unit taught using the tactical games model. J Hum Kinet2017;59(1):39-53. Doi: 10.1515/hukin-2017-0146 https://doi.org/10.1515/hukin-2017-0146...	BB	32	SC	Uninformed	Tactical Games Model	Basic Psychological Needs and Motivation	The results revealed a significant main effect for time in meeting the needs of elementary and high school students (low autonomy), and a significant main effect on self-determined motivation only for high school students (the introjected regulation, external regulation and increased motivation).
25	Hortigüela-Alcalá et al. 2017⁴¹41 Hortigüela Alcalá D, Hernando Garijo A. Teaching games for understanding: A comprehensive approach to promote student’s motivation in physical education. J Hum Kinet 2017;59(1):17-27. Doi: 10.1515/hukin-2017-0144 https://doi.org/10.1515/hukin-2017-0144...	+ than 1	24	SC	13.32 (± 2.31)	TGfU and Traditional Method	Motivation and performance	The results revealed that the TGfU group showed greater motivation and performance in PE than the traditional group. Significant differences were found in performance. The participants included in the TGfU group were more positive in sports participation. Meanwhile, students who played more extracurricular sports in the traditional group were more actively involved in sports.
26	Nathan, 2017⁴²41 Nathan S. The effect of teaching games of understanding as a coaching instruction had on adjust, cover and heart rate among malaysian and indian junior hockey players. Sports2017;5(4):44. Doi: 10.3390/sports5020044 https://doi.org/10.3390/sports5020044...	Others	15	ATs	15 (± 1.03)	TGfU and Skill Drill Technical (SDT)	Skill domain (fit and cover) via heart rate	The results showed that there were no significant differences regarding fit between TGfU and SDT in Malaysia and India after the intervention. Considering cover, there was a significant improvement for Malaysian players who used the TGfU model compared to SDT. In contrast, there was no significant difference between models among Indian players after the intervention.
27	Claver Rabaz et al., 2017⁴³43 Claver Rabaz F, Jiménez R, Gil-Arias A, Moreno A, Moreno MP. The cognitive and motivation intervention program in youth female volleyball players. J Hum Kinet 2017;59(1):55-65. Doi: 10.1515/hukin-2017-0147 https://doi.org/10.1515/hukin-2017-0147...	VB	34	ATs	17.14 (± 0.67)	Skill Drill Technical and questions (TGfU)	Satisfaction, autonomy and competence, motivation, PTK, perceived performance and sport commitment.	The results of the intergroup analysis showed significant differences in the post-test measurement between the experimental group and the control group (in favor of the experimental group) for the following variables: basic psychological need, satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perception of performance and commitment to the sport.
28	Práxedes et al., 2017⁴⁴44 Práxedes A, Domínguez AM, Serrano JS, García-González L, Álvarez FV. The effects of a comprehensive teaching program on dribbling and passing decision-making and execution skills of young footballers. Kinesiology2017;49(1):74-83. Doi: 10.26582/k.49.1.6 https://doi.org/10.26582/k.49.1.6...	FB	22	ATs	10.5 (± 0.5)	TGfU	DM and skill execution	The results showed a significant improvement in two skills, that is, DM and execution after intervention, but not after the first 11 sessions. In addition, differences were found between the two game actions (passing and dribbling). These findings highlight the need to know what type of action will be trained (more tactical or technical) to adapt the methodology of the training session.
29	Farias et al., 2018⁴⁵45 Farias C, Valério C, Mesquita I. Sport Education as a Curriculum Approach to Student Learning of Invasion Games: Effects on Game Performance and Game Involvement. J Sports Sci Med 2018;17:56-65.	+ than 1	54	SC	12.3 (± 1.3)	Sport Education	Performance and game involvement	Significant pre-to-post-test improvement was found in Performance and Involvement in the Game in the second and third seasons, handball and soccer, respectively, but not in the first season (basketball). Handball and soccer game performance and involvement scores were significantly higher than their scores when playing basketball.
30	Práxedes et al. 2018⁴⁶46 Práxedes A, Moreno A, Gil-Arias A, Claver F, Villar F. The effect of small-sided games with different levels of opposition on the tactical behaviour of young footballers with different levels of sport expertise. PLoS ONE 2018;13(1):1-14. Doi: 10.1371/journal.pone.0190157 https://doi.org/10.1371/journal.pone.019...	FB	14	ATs	10 to 12	Small games with varying opposition levels	DM and skill execution	The medium skill group showed significant differences after the first intervention in DM and passing execution, but not after the second intervention. Considering the low skill group, significant differences were seen only in the passing execution between the first and the last phase. These results seem to indicate that, for groups with a medium level of experience, training with numerical superiority in attack gives players more time to make better decisions and execute better quality actions. However, for lower-level groups, programs may take longer to facilitate improvement. The numerical equality did not result in improvement for any of the groups.
31	Hodges et al. 2018⁴⁷47 Hodges M, Wicke J, Flores-Marti I. Tactical games model and its effects on student physical activity and gameplay performance in secondary physical education. The Physical Educator2018;75(1):99-115. Doi: 10.18666/tpe-2018-v75-i1-7551 https://doi.org/10.18666/tpe-2018-v75-i1...	+ than 1	10	SC	Uninformed	Tactical Games Model (TGM)	Physical activity level and game performance	Three SPE teachers were trained under TGM and they implemented 10 lessons of the ‘Tactical Games Approach’ textbook for high school students. The results showed a significant difference between the average number of steps that students took in all classes, according to Teacher 1 and 2, whereas for Teacher 3 it was not significantly different. The analysis between sexes, in step counting considering the time effect, showed that the girls had, on average, significantly higher steps than boys. All pre-post-game performance measures were significantly different and indicated a significant improvement in this parameter.
32	Panchuk et al., 2018⁴⁸48 Panchuk D, Klusemann MJ, Hadlow SM. Exploring the effectiveness of immersive video for training decision-making capability in elite, youth basketball players. Front Psychol 2018;9:1-9. Doi: 10.3389/fpsyg.2018.02315 https://doi.org/10.3389/fpsyg.2018.02315...	BB	12	ATs	17 (± 0.6)	Visual training with small games	DM	After application of visual training, the male experimental group had a large but not significant improvement regarding the scores of immersive test and small game compared to the male control group. Both the female control group and the experimental group had great improvement in the immersive training test, whereas only the female control group improved their performance in the small games.
33	Wang et al. 2018⁴⁹49 Wang M, Wang L. Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students. BioMed Research International 2018;1-11. Doi: 10.1155/2018/3737595 https://doi.org/10.1155/2018/3737595...	BB	12	SC	Uninformed	TGfU and Traditional Method	Physical activity levels and students' perception.	The results showed that the TGfU group and the traditional group had significantly improved levels of Moderate-to-Vigorous Physical Activity (MVPA) in the intervention phase. During the intervention period, the MVPA time of the TGfU group was significantly longer than that of the traditional group. No significant differences were found between the MVPA levels of high-low-skilled students. Data collected through interviews suggested that the nature of the games, the small team, freedom and fun experienced by the students during the games may explain the high levels of MVPA observed in the TGfU group. The TGfU intervention can potentially be used to promote physical activity and achieve the recommended MVPA time in PE classes (50% class time).
34	Hauer et al., 2018⁵⁰50 Hauer R, Tessitore A, Binder N, Tschan H.Physiological, perceptual, and technical responses to continuous and intermittent small-sided games in lacrosse players. PLoS ONE 2018;13(10):1-13. Doi: 10.1371/journal.pone.0203832 https://doi.org/10.1371/journal.pone.020...	Others	8	ATs	25.8 (± 5.5)	Small games	Physiological, perceptual and technical parameters	The players were divided into two groups: 3 x 3 intermittent or continuous. Both small-game distributions showed improvement; a medium to too large effect size was seen regarding the total distance covered in pre-post-intervention. The higher maximum values of % heart rate with large effect sizes were seen for the continuous group. No differences were found between the distributions for any of the technical actions assessed, as well as for perceived exertion and for the physical activity pleasure scale.
35	Práxedes et al. 2018⁹9 Práxedes A, Del Villar F, Pizarro D, Moreno A. The impact of nonlinear pedagogy on decision-making and execution in youth soccer players according to game actions. J Hum Kinet2018;62(1):185-198. Doi: 10.1515%2Fhukin-2017-0169 https://doi.org/10.1515%2Fhukin-2017-016...	FB	14	ATs	9 to 13	Games modified in numerical superiority	DM and game performance	The results showed significant differences in favor of the experimental group (with numerical superiority) in DM and in the execution of passes after the intervention. However, such differences were not found for dribbling.
36	Calábria-Lopes et al. 2019¹⁰10 Calábria-Lopes M, Greco PJ, Morales JCP. Teaching Games for Understanding in basketball camp: the impact on process and product performance. RICYDE2019;56(15):209-224. Doi: 10.5232/ricyde2019.05606 https://doi.org/10.5232/ricyde2019.05606...	BB	5	SC	10.89 (± 1.02)	TGfU	DTK and specific skills	The results showed no correlation among the dependent variables (passing, throwing and DTK), after the TGfU teaching program. Significant differences were found between pre and post-test only for passing and shooting in game context, and DTK in shooting and passing skills. No differences were found for the product-oriented assessment in the isolated shooting and passing skills.
37	González-Víllora et al. 2019¹¹11 González-Víllora S, Sierra-Díaz MJ, Pastor-Vicedo JC, Contreras-Jordán OR. The way to increase the motor and sport competence among children: The contextualized sport alphabetization model. Frontiers in Physiology 2019;10. Doi: 10.3389/fphys.2019.00569 https://doi.org/10.3389/fphys.2019.00569...	FT	12	SC	9.35 (± 1.76)	TGfU and Contextualized Sport Alphabetization Model (CSAM)	Physical and physiological performance	The results showed that both physical performance (e.g. cover by distance) and physiological performance (e.g. Edwards' TRIMP) were significantly higher during CSAM compared to TGfU.
38	García-Ceberino et al. 2019⁵¹51 García-Ceberino J, Feu S, Ibáñez S. comparative study of two intervention programmes for teaching soccer to school-age students. Sports2019;7(74):1-16. Doi: 10.3390/sports7030074 https://doi.org/10.3390/sports7030074...	FB	12	SC	10 to 11	Direct Instruction (DI) and Tactical Games Approach (TGA)	Pedagogical variables and variables external to the training load	There were no significant differences between the two programs, that is, DI and TGA, considering the following variables: game phase and specific content. These results showed that the design of tasks for each program was similar, although based on different methodologies. Regarding the training load variable, the results showed significant differences between DI and TGA programs in relation to the variables: degree of opposition, task density, competitive load and cognitive implication. These variables show that the training load quantification is higher in TGA and lower in DI intervention programs.
39	Mazzardo et al. 2020⁵²52 Mazzardo T, Ribas S, Monteiro GN, Silva WJB, Araújo ND, Aburachid LMC. Tgfu and motor coordination: the effects of a teaching program on tactical-technical performance in handball. J Phys Educ 2010;31(e3169):1-12. Doi: 10.4025/jphyseduc.v31i1.3169 https://doi.org/10.4025/jphyseduc.v31i1....	HB	20	SC	14.3 (± 0.46)	TGfU	Tactical-technical performance	After the intervention, the male individuals showed improvement in both groups (with and without motor coordination work) in game performance. A large effect size (ES) was seen for those with coordination work (0.610), and mean ES for the ones without coordination work (0.487) inserted in the TGfU pedagogical cycle. Considering the analysis between the groups, no statistical difference was found after the intervention for any of the study variables.

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[1] Correspondence address: Tatiane Mazzardo: Av. dos Imigrantes, 2397, Sorriso-MT, CEP 78890-034. E-mail: tatimazzardo@hotmail.com