2026-04-272026-04-272025ARANTES, Débora et al. Life skills and volleyball teaching: comparison between TGfU and direct instruction model. Education Sciences, Basel, v. 15, n. 3, e305, 2025. DOI: 10.3390/educsci15030305. Disponível em: https://www.mdpi.com/2227-7102/15/3/305. Acesso em: 24 abr. 2026.2227-7102https://repositorio.bc.ufg.br//handle/ri/30184The learning environment created by the physical education teacher, through the teaching model employed, can significantly influence students’ engagement during lessons. Therefore, this study aimed to compare tactical-technical learning and students’ self-perceptions of life skills between TGfU and direct instruction. The sample consisted of 67 students, aged between 13 and 15 years, enrolled in the ninth grade of a municipal public school, and the research design involved an intervention consisting of 18 sessions, each lasting 60 min. The results revealed no significant differences between the teaching models regarding tactical-technical variables (p > 0.05). However, concerning life skills, the TGfU/HVs group demonstrated higher mean teamwork scores than the Traditional group (p = 0.008). On the other hand, the Traditional and Control groups achieved higher mean scores for goal setting skills than the TGfU/HVs group (p = 0.001 for both cases). These findings highlight that the organization of sports practice, despite variations in teaching models, fosters students’ self-perceptions of life skills, underscoring the necessity of further research to deepen the understanding of game-based pedagogies in school physical education. It is also imperative to reflect on implementing additional pedagogical practices in schools that align with institutional objectives and actively promote student learning.engAcesso Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/Team sports; performanceConstructivismTactical-technicalLearningArtigo10.3390/educsci15030305