Life skills and volleyball teaching: comparison between TGfU and direct instruction model

Abstract

The 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.