Practical proposal of TGfU based on alternative learning situations and its effects on learning and social attitudes of Physical Education students in Primary Education

The aim of the study was to explore the effect of three sessions of Teaching Games for Understanding (TGfU) using alternative sports on the knowledge and game skills and attitudinal variables of pupils in the last cycle of Primary Education in Physical Education. Thirty-five students (18 boys and 17 girls, 10-12 years old) participated. The study design was quasi-experimental with pre-test and post-test measures. The independent variable was the implementation of the three sessions with TGfU. The dependent variables were game knowledge (tactical and technical knowledge), game performance (tactical and technical performance) and attitudinal variables (social relations, participation, respect for rules and respect for peers). The teacher was trained for 30 hours, the sessions were designed and validated, they were carried out over two weeks and the intervention was verified. Data were collected by the teacher, through direct observation, using three different Likert-type scales. The students improved in game knowledge, game performance and attitudinal variables, but not in respect for peers, because they had maximum values both before and after the intervention. The TGfU allows the teaching of competences through learning situations that integrate knowledge of various contents based on challenge tasks.