Teaching through games in school volleyball: evaluation of tactical-technical and psychosocial indicators
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Abstract
The teaching of team sports—specifically volleyball, as explored in this study—has undergone changes over time, shifting from a technicist perspective to models that emphasize play. Although this trend is evident, there is a lack of studies in the Brazilian context that adopt game-based teaching approaches in volleyball. This study aimed to develop and implement a game-based volleyball teaching program and to evaluate the tactical-technical and psychosocial aspects of students aged 11 to 13 from a public school in the interior of São Paulo State, Brazil. Eleven lessons, based on the Teaching Games for Understanding (TGfU) model, were delivered to 27 elementary school students who were beginners in volleyball. Tactical-technical and psychosocial variables were assessed using specific instruments (game observation and questionnaires). The results revealed improvements in tactical-technical skills, self-confidence, motivation, and anxiety, driven by the modification of games with varying objectives throughout the lessons. In conclusion, TGfU can positively impact the school environment from multiple perspectives—both in the planning of regular physical education lessons and in extracurricular sports projects.
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