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Questo studio mira a valutare l’efficacia dell’utilizzo del Tactical Games Model (TGM) e degli Small Sided Soccer Games (SSGs) in un contesto ludico sportivo giovanile, per migliorare le competenze tecnico-tattiche e la fitness muscoloscheletrica nei giovani atleti. Il campione considerato comprende 29 bambini con età media 7,6 ±‍0,72 anni sottoposti a un protocollo di sedici sessioni di allenamento. Nelle fasi iniziali, intermedie e finali sono stati somministrati i test per valutare i livelli di Fitness muscoloscheletrica (FMS), le competenze motorie funzionali (FMC) e la performance di gioco, tramite il Game Performance Assessment Instrument (GPAI). I risultati indicano variazioni statisticamente significative in Handgrip (HG), Supine-to-Stand and go (STS&GO) e Game Involvment per le competenze tecnico-tattiche. L’adozione del protocollo TGM e degli SSGs dimostra un impatto positivo su alcune componenti della FMS, suggerendo che il TGM possa essere uno strumento efficace non solo nel promuovere la salute generale nei bambini, ma anche nel migliorare abilità motorie fondamentali rilevanti per lo sport, come il calcio.

Background: Physical education (PE) plays a relevant role in promoting health- and well-being-related behaviours in youths. Anyway, there is a lack of evidence about the effect of game-centred teaching strategies on the affective domain of learning. Purpose: The aim of this study was to assess the effect of two different PE teaching strategies on the affective domain of learning for high school students. Methods: Seventy-seven students were divided into a control group (n=37), which were then enrolled in an instructional plan based on drill-practice and a teacher-centred approach, and an intervention-group (n=40), which experienced PE lessons developed by following the tactical game model (TGM). The affective domain of learning was assessed by considering the level of enjoyment and the perceived motivational climate. The Italian version of the physical activity enjoyment scale was used to assess the level of enjoyment, while the second version of the perceived motivational climate in sport questionnaire was used for the motivational climate. Data analysis and results: Independent sample t-tests were used to compare the scores estimated with the aforementioned instruments between the different students groups. Cohen's d measure was used to interpret the effective size of the groups' score differences. Significant higher scores resulted in a level of enjoyment and in a task-involving climate dimension for the students of the TGM group. Alternatively, significant scores were found in the control group for the ego-involving climate dimension and for the negative level of enjoyment. The effect of these differences was from moderate to large. Conclusion: Therefore, the current results suggested the use of the TGM to provide a valuable teaching-learning experience to obtain positive effects on the affective domain of learning throughout physical education lessons. In a practical perspective, the use of a game-centred approach led the teacher to provide fun and task-oriented teaching-learning processes during PE lessons. [ABSTRACT FROM AUTHOR]