The impact of teaching games for understanding on game performance, motivation, gender equality, and disruptive behaviors in physical education

Introduction The aim of the present study was to analyse the effects of the Teaching Games for Understanding (TGfU) model on game performance, motivation, gender equality, and disruptive behaviors in Physical Education. Methods A quasi-experimental design was employed with a sample of 96 secondary school students, divided into an experimental group and a control group. The experimental group received a 10-session intervention program based on TGfU, while the control group continued with their regular Physical Education classes. Data collection instruments included validated questionnaires, and the Game Performance Assessment Instrument. A multivariate analysis was conducted to detect inter- and intra-group differences, considering group, time, and sex as fixed factors. Results The main findings indicated that the TGfU group improved intrinsic motivation, perceived equality, and game performance, while significantly reducing discrimination and disruptive behaviors. In the control group, irresponsibility and game participation decreased. In the findings based on sex within the experimental group, both boys and girls improved perceptions of equality and discrimination; however, only girls significantly increased intrinsic motivation, identified regulation, support, game performance, and participation. Discussion In conclusion, the TGfU program, implemented from a gender equality perspective, has proven effective in Physical Education for both genders, with particularly notable results among girls, despite the social and cultural stereotypes traditionally associated with this subject.