The effectiveness of the TGFU approach in increasing student engagement in physical education lessons

Background and Study Aim. Physical education contributes to students’ physical, social, and emotional development. Traditional teaching approaches, however, often emphasize repetitive drills that fail to sustain students’ interest and participation. Although innovative models such as the Teaching Games for Understanding (TGFU) approach are increasingly applied in schools, their relative effectiveness in enhancing motivation and engagement remains of practical interest. The present study aimed to evaluate the effectiveness of the TGFU approach in increasing student participation, motivation, and engagement in physical education. Materials and Methods. The study followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. The process consisted of four stages: database search, screening, eligibility assessment, and inclusion. Relevant publications were identified through searches in Taylor & Francis, Scopus, and the Multidisciplinary Digital Publishing Institute using predefined keywords related to the Teaching Games for Understanding (TGFU) approach. The initial search yielded 187 papers. After screening 162 titles and abstracts, 98 papers were excluded for not meeting the inclusion criteria. Fifty-seven full texts were reviewed, and 15 studies were finally included in the analysis. Data from these studies were summarized to identify trends and evaluate the effectiveness of TGFU-based learning strategies. Results. The analysis showed that both the TGFU approach and hybrid models such as TGFU/SE and TGFU/TPSR contributed to improvements in students’ physical fitness, sport-specific skills, and participation levels. The reviewed studies also indicated positive effects on motivation, decision-making, and enjoyment in physical education settings. Conclusions. The findings suggest that the TGFU approach supports students’ physical, cognitive, and affective development. Nevertheless, its successful implementation depends on careful planning, adequate teacher preparation, and ongoing support. Broader and longer-term studies are recommended to confirm the consistency and generalizability of these results.