Systematic Review of Game-Based Football Learning for School Students
DOI:
https://doi.org/10.35458/jc.v6i1.4577Keywords:
Game-Based Learning; Football Education; TGfU; Physical Education; School Students.Abstract
This systematic review explores the impact of game-based learning (GBL) methods on football instruction for school students, drawing on 12 peer-reviewed articles published between 2014 and 2024. The review follows PRISMA guidelines and focuses on five key domains: technical skill development, tactical understanding, motivation, physical fitness, and pedagogical implications. The studies reviewed employed models such as Teaching Games for Understanding (TGfU), Small-Sided Games (SSG), and hybrid approaches in primary and secondary school settings. Quantitative findings revealed that GBL significantly improved technical football skills in 83% of the studies. For instance, in a study by Zhai et al. (2023), students participating in SSG-based training improved their passing accuracy by 19% and dribbling performance by 14% over six weeks. In terms of tactical cognition, 75% of the articles reported increased decision-making ability, with García-Ceberino et al. (2020) noting a 23% gain in tactical awareness among middle school students using the TGfU model. Furthermore, 9 out of 12 studies indicated a notable increase in student motivation and engagement. Gil-Arias et al. (2017) recorded a 22% rise in self-reported motivation scores in GBL classrooms. Physical fitness metrics also improved, with studies documenting gains in aerobic capacity and agility. Overall, GBL fosters a student-centred learning environment that enhances cognitive, physical, and affective outcomes in football education. The review underscores the need for structured implementation and further longitudinal research to ensure sustainability and efficacy in diverse educational contexts.
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Shahril, M. I., Jani, R., & Salimin, N. (2017). Assessing cognitive, psychomotor, and affective domains in badminton games using TGfU. Malaysian Journal of Movement, Health & Exercise, 6(1), 1–12.
Smith, W. (2016). Movement and learning in games. Physical Education and Sport Pedagogy, 21(4), 370–384.
Suherman, A., et al. (2017). Effectiveness of small-sided games to improve football learning in primary school. Jurnal Pendidikan Jasmani Indonesia, 13(2), 115–124.
Susaniari, N. K. A. C., & Santosa, M. H. (2024). A systematic review on the implementation of game-based learning to increase EFL students’ motivation. Journal of English Language and Education, 9(6), 520–530.
Tan, C., Chow, J. Y., & Davids, K. (2012). 'How does TGfU work?': A review of learning theories. Physical Education and Sport Pedagogy, 17(4), 331–348.
Tan, C. et al. (2020). PE pedagogies in Asian schools. Asia-Pacific Journal of Health, Sport and Physical Education, 11(1), 19–33.
Wang, L., et al. (2024). Effects of game-based physical education program on enjoyment in children and adolescents: A systematic review and meta-analysis. BMC Public Health, 24, 18043.
Arli, C., & Yusuf, M. (2022). Game-based learning strategies and their impact on students’ motivation in physical education: A systematic review. International Journal of Learning, Teaching and Educational Research, 21(4), 145–162. https://doi.org/10.26803/ijlter.21.4.9
Ashraf, H. (2017). Teaching Games for Understanding (TGfU) in College Football Education. Journal of Physical Education and Sport, 17(1), 45–50.
Bailey, R. et al. (2013). Physical activity and academic achievement: A review. International Journal of Behavioral Nutrition and Physical Activity, 10(1), 10.
Bausad, A. A., Akhmad, N., Permadi, A. G., & Jauhari, A. (2024). Soccer-like games based on Indonesian football philosophy: A study on improving the tactical knowledge of 12-year-old football school students. Proceedings of International Conference on Physical Education, Health, and Sports, 4.
Clemente, F. M. et al. (2021). Effects of pitch size and game format on youth players. Research in Sports Medicine, 29(2), 113–124.
Chiva-Bartoll, O., et al. (2018). Implementing TGfU in high school football: Effects on motivation and tactical awareness. European Physical Education Review, 24(3), 365–380.
Duarte, R., et al. (2019). Tactical behaviour in small-sided football games. European Journal of Sport Science, 19(4), 482–490.
Evans, J. et al. (2020). Long-term effects of game-centered PE. Physical Education and Sport Pedagogy, 25(6), 562–577.
Farias, C., et al. (2022). Hybridizing Sport Education and TGfU: Effects on student engagement and skill development. Physical Education and Sport Pedagogy, 27(2), 123–137.
FIFA. (2022). Football for Schools Program: Global Strategy.
García-Ceberino, J. M., Feu, S., & Ibáñez, S. J. (2020). Comparative analysis of teaching interventions based on the tactical games approach (TGA) and direct instruction in physical education: A systematic review. Physical Education and Sport Pedagogy, 25(1), 1–17. https://doi.org/10.1080/17408989.2019.1686861
García-González, L., et al. (2020). Hybrid TGfU and SEM in secondary education: Effects on motivation and tactical understanding. Physical Education and Sport Pedagogy, 25(1), 1–14.
García-González, L., et al. (2020). Application of the teaching games for understanding model to improve decision-making in sport learning: A systematic review and meta-analysis. BMC Psychology, 8, 23.
Gaspar, P., et al. (2021). TGfU in primary education: Impact on student motivation. Journal of Teaching in Physical Education, 40(1), 1–12.
Gil-Arias, A., et al. (2017). A hybrid TGfU/SEM volleyball teaching unit for enhancing motivation in physical education: A mixed-method approach. International Journal of Environmental Research and Public Health, 14(7), 765.
Gomez, M. J., et al. (2022). A systematic literature review of game-based assessment studies: Trends and challenges. arXiv preprint arXiv:2207.07369.
Gråstén, A., & Yli-Piipari, S. (2020). The role of motivation and enjoyment in game-based physical education: A systematic review. Journal of Teaching in Physical Education, 39(2), 151–160. https://doi.org/10.1123/jtpe.2019-0134
Greve, W., et al. (2022). Digital media in physical education: A systematic review. Education Sciences, 12(3), 156.
Guiyang, L., Duangkam, J., & Hengsuko, E. (2024). The development of physical education teaching using games-based learning to enhance the skill of football and physical fitness in students in primary school. Journal of Roi Kaensarn Academi, 9(10), 905–919.
Gutiérrez, D., et al. (2014). TGfU in secondary education: Effects on game performance and decision-making. Journal of Sports Science and Medicine, 13(2), 284–292.
Hagger, M. S. et al. (2019). Motivation and self-determination in PE. Contemporary Educational Psychology, 58, 104–118.
Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches in PE. Physical Education and Sport Pedagogy, 19(3), 278–300.
Hidayat, R., & Nugroho, S. (2021). Implementation of game-based learning in football through Teaching Games for Understanding for junior high school students. Cakrawala Pendidikan, 40(2), 290–301. https://doi.org/10.21831/cp.v40i2.38430
Hong, Q. N., Pluye, P., Fàbregues, S., et al. (2018). Mixed Methods Appraisal Tool (MMAT), version 2018. McGill University.
Jarrett, K., & Harvey, S. (2016). Inclusive PE through game-based instruction. Physical Education Matters, 11(2), 22–28.
Kirk, D. (2010). Physical education futures. Routledge.
Light, R. et al. (2015). Understanding learning through Game Sense. Sport, Education and Society, 20(3), 317–336.
Light, R. & Harvey, S. (2019). Positive Pedagogy for Sport Coaching. Sport, Education and Society, 24(3), 211–222.
Lee, O., et al. (2021). Effectiveness of TGfU in improving motivation and competence in football. Asia-Pacific Journal of Education, 41(2), 249–265.
Memmert, D., & Harvey, S. (2018). The Game Performance Assessment Instrument (GPAI): Review and future directions. Journal of Teaching in Physical Education, 37(1), 66–77.
Mercan, G., & Selçuk, Z. V. (2024). Investigating the impact of game-based learning and gamification strategies in physical education: A comprehensive systematic review. Journal of Interdisciplinary Education: Theory and Practice, 6(1), 1–14.
Nathan, S. (2016). TGfU approach in Malaysian secondary schools: Impact on football skills. Asian Journal of Physical Education & Recreation, 22(1), 45–52.
Oslin, J., & Mitchell, S. (2006). Game-centered approaches to teaching physical education. Journal of Physical Education, Recreation & Dance, 77(4), 47–54.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372:n71. https://doi.org/10.1136/bmj.n71
Pill, S., et al. (2020). Game Sense as a model for teaching football. Journal of Physical Education and Sport, 20(4), 2155–2162.
Pill, S., & SueSee, B. (2021). Game-centered approaches: Teacher perspectives. Australian Journal of Teacher Education, 46(7), 88–105.
Piñeiro-Cossio, J., García-Rubio, J., & Gamero, M. G. (2020). A systematic review on hybrid pedagogical models in physical education: Combining TGfU and Sport Education. Sustainability, 12(8), 3405. https://doi.org/10.3390/su12083405
Puspitorini, M. D., & Pradana, B. E. (2019). Pengaruh model pembelajaran TGfU terhadap peningkatan teknik dasar sepak bola siswa sekolah dasar. Jurnal Keolahragaan, 7(1), 24–32. https://doi.org/10.21831/jk.v7i1.24510
Ramos, M., & Fry, J. (2021). Using the Sport Education Model to enhance game performance in youth football. European Physical Education Review, 27(1), 49–65. https://doi.org/10.1177/1356336X20924195
Serra-Olivares, J. et al. (2016). Game-based approaches in football development. Journal of Human Kinetics, 53(1), 93–105.
Shahril, M. I., Jani, R., & Salimin, N. (2017). Assessing cognitive, psychomotor, and affective domains in badminton games using TGfU. Malaysian Journal of Movement, Health & Exercise, 6(1), 1–12.
Smith, W. (2016). Movement and learning in games. Physical Education and Sport Pedagogy, 21(4), 370–384.
Suherman, A., et al. (2017). Effectiveness of small-sided games to improve football learning in primary school. Jurnal Pendidikan Jasmani Indonesia, 13(2), 115–124.
Susaniari, N. K. A. C., & Santosa, M. H. (2024). A systematic review on the implementation of game-based learning to increase EFL students’ motivation. Journal of English Language and Education, 9(6), 520–530.
Tan, C., Chow, J. Y., & Davids, K. (2012). 'How does TGfU work?': A review of learning theories. Physical Education and Sport Pedagogy, 17(4), 331–348.
Tan, C. et al. (2020). PE pedagogies in Asian schools. Asia-Pacific Journal of Health, Sport and Physical Education, 11(1), 19–33.
Wang, L., et al. (2024). Effects of game-based physical education program on enjoyment in children and adolescents: A systematic review and meta-analysis. BMC Public Health, 24, 18043.
Published
2025-03-21
How to Cite
Nawir, N., & Bismar, A. R. (2025). Systematic Review of Game-Based Football Learning for School Students. Journal of Sport Education, Coaching, and Health (JOCCA), 6(1), 11-21. https://doi.org/10.35458/jc.v6i1.4577
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