Tactical games model in physical education: A systematic review.

Abstract

Since the Tactical Games Model (TGM) was adopted and popularised by Oslin, Griffin, and Mitchell, research interest in this model has surged, increasing its application in teaching and research. However, much-existing research is fragmented and lacks a comprehensive review. This systematic review aims to fill that gap by thoroughly analysing the literature on TGM within the context of physical education, highlighting current trends and developments. We systematically searched four online databases, identifying 38 relevant articles for inclusion, which were then evaluated across eight domains following PRISMA guidelines. The analysis indicates a steady increase in TGM-focused research within physical education, particularly at the K-12 level. However, there is a notable absence of studies addressing higher education, as well as teachers and coaches. The review also found that the majority of TGM research is concentrated on team sports and invasion games, with limited exploration of other sports. The research objectives often centred on extrinsic factors, such as game performance, skill level, and physical activity (PA) level, as well as intrinsic factors, intrinsic motivation, stress, and enjoyment. The TGM has shown varying levels of success in improving these factors. Despite the recognised benefits of TGM in physical education, its impact on cognitive aspects and decision-making remains underexplored. This systematic review may serve as a valuable resource for educators and researchers, supporting the broader application of TGM across different areas of physical education and potentially leading to enhanced student outcomes.