Hybridizing pedagogical models to improve students’ tactical awareness: a study through the Duni

Abstract

The goal of the study was to assess the effects of the hybridization of three pedagogical models, Teaching Games for Understanding, Sport Education and Self-Construction of P.E. materials, on students’ tactical knowledge, assessing also their thoughts on the experience. 30 year-11 students (14 boys, 16 girls) agreed to participate. None had any previous experience on any of the pedagogical models mentioned before. A single level treatment with intact groups was used. Students experienced a learning unit based on the hybridization of the three models, using the game of Duni as the connecting element. Quantitative data was extracted using case studies or scenarios (participants had to complete one prior and after each session), while qualitative data was obtained through an open question at the end of the intervention. Quantitative results showed that students significantly improved their tactical knowledge on 4 of the 7 sessions, specifically among girls. Qualitative data produced four positive themes (fun, interesting, affiliation and transference) and two negative (boredom and dangerous). The hybridization used can be considered positive, because students increased their tactical knowledge, particularly girls, and they had positive feelings.