Since the Tactical Games Model (TGM) was adopted and popularised by Oslin, Griffin, and Mitchell, research interest in this model has surged, increasing its application in teaching and research. However, much-existing research is fragmented and lacks a comprehensive review. This systematic review aims to fill that gap by thoroughly analysing the literature on TGM within the context of physical education, highlighting current trends and developments. We systematically searched four online databases, identifying 38 relevant articles for inclusion, which were then evaluated across eight domains following PRISMA guidelines. The analysis indicates a steady increase in TGM-focused research within physical education, particularly at the K-12 level. However, there is a notable absence of studies addressing higher education, as well as teachers and coaches. The review also found that the majority of TGM research is concentrated on team sports and invasion games, with limited exploration of other sports. The research objectives often centred on extrinsic factors, such as game performance, skill level, and physical activity (PA) level, as well as intrinsic factors, intrinsic motivation, stress, and enjoyment. The TGM has shown varying levels of success in improving these factors. Despite the recognised benefits of TGM in physical education, its impact on cognitive aspects and decision-making remains underexplored. This systematic review may serve as a valuable resource for educators and researchers, supporting the broader application of TGM across different areas of physical education and potentially leading to enhanced student outcomes.

As the COVID-19 pandemic subsides, universities face challenges such as diminished student physical fitness and a decreased interest in physical education courses. The purpose of this study was to evaluate the effectiveness of the tactical games model (TGM) in enhancing university students’ motivation in basketball courses, using a comparison control group taught using the direct instruction model (DIM). Additionally, this research delves into the motivational dynamics explained by self-determination theory, aiming to identify key factors influencing student engagement and participation. A total of 141 sophomore university students were analyzed and divided into an experimental group (68 students) and a control group (73 students). The participants engaged in an 8-week teaching intervention program. To assess motivation, the Sport Motivation Scale-II (SMS-II) was administered both before the start and one week after the conclusion of the intervention. Differences in motivation and subscale scores between the TGM and DIM groups were evaluated using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). The results of the study demonstrated that the TGM significantly enhanced university students’ motivation (SDI: F = 6.949; p = 0.009; η² = 0.049). Furthermore, TGM enhanced scores on intrinsic and extrinsic motivation sub-scales more effectively than the DIM. These findings advocate for the adoption of TGM by university instructors as a potent tool to elevate student motivation, emphasizing the importance of focusing on both intrinsic and extrinsic motivational elements within physical education programs.

Purpose : This study aimed to assess the effect of the tactical games model (TGM) on university students’ basketball game performance compared with a control group using the direct instruction model. Method : A total of 164 sophomore students participated in an 8-week instructional program, with three-on-three basketball games conducted 1 week before and after the intervention to measure performance changes using the Game Performance Assessment Instrument for team games. Results : Results demonstrated overall improvements in basketball game performance for both instructional groups by the end of the intervention. However, students in the TGM group outperformed those in the direct instruction model group ( F = 59.91, p < .001, ω ² = 0.30). Specifically, the TGM group exhibited statistically significant improvements in skill execution ( F = 32.06, p < .001, ω ² = 0.18), decision making ( F = 9.22, p = .003, ω ² = 0.06), and support ( F = 23.80, p < .001, ω ² = 0.14). No significant difference was noted in adjust ( F = 1.95, p = .165, ω ² = 0.01). Conclusion : TGM could be a superior teaching strategy for improving university-level basketball game performance, highlighting its value in sports education curricula.

Physical fitness is widely recognized as a central indicator of physical and mental health and a crucial determinant of long-term quality of life. Reflecting the functional capacity of multiple phy...