University Students’ Motivation in Volleyball Teaching and Learning: An Application of the TGfU Model
DOI:
https://doi.org/10.29105/rce-fod.v21i2.191Keywords:
Teaching Games for Understanding (TGfU), niveles de motivación, voleibol, Teoría de la Autodeterminación, aprendizaje basado en juegosAbstract
This study described the motivational profile associated with the Teaching Games for Understanding (TGfU) model in the teaching and learning of volleyball. Using a non- experimental, cross sectional, sequential explanatory mixed methods design (DEXPLIS) grounded in Self Determination Theory (SDT), 49 first semester undergraduate students enrolled in the Bachelor’s Degree in Physical Culture and Sports at the University of Guadalajara were evaluated following of the TGfU model in the course Fundamentals of Sports Games. The Situational Motivation Scale (EMSI) and open-ended qualitative questionnaires were administered. Quantitative findings revealed a positive motivational profile (80% intrinsic motivation and 71% identified regulation), as well as low levels of amotivation, (67% in low level) which was further corroborated by qualitative findings. It is concluded that TGfU model is associated with meaningful learning processes and active engagement by emphasizing tactical understanding rather than the isolated development of technical skills, requiring teaching support to overcome initial resistance to this pedagogical paradigm shift.
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Copyright (c) 2026 Brenda Nataly González Real, Maria Elena Vargas Hernández, Anthony Gabriel Alonso García, Luis Armando Quintana Flores
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