- Title
- Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?
- Creator
- Miller, Andrew; Christensen, Erin; Eather, Narelle; Gray, Shirley; Sproule, John; Keay, Jeanne; Lubans, David
- Relation
- European Physical Education Review Vol. 22, Issue 1, p. 113-133
- Publisher Link
- http://dx.doi.org/10.1177/1356336X15594548
- Publisher
- Sage
- Resource Type
- journal article
- Date
- 2016
- Description
- The primary objective of this study was to evaluate the efficacy of a pilot intervention using a gamecentered approach for improvement of physical activity (PA) and physical education (PE) outcomes simultaneously, and if this had an impact on enjoyment of PE. A group-randomized controlled trial with a 7-week wait-list control group was conducted in one primary school in the Hunter Region, NSW, Australia. Participants (n = 107 students; mean age = 10.7 years, SD 0.87) were randomized by class group into the Professional Learning for Understanding Games Education (PLUNGE) pilot intervention (n = 52 students) or the control (n = 55) conditions. PLUNGE involved 6 x 60 min PE lessons based on game-centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 7-week follow-up for fundamental movement skills (FMS) of throw and catch, game play abilities of decision making, support and skill performance; in-class PA; and enjoyment of PA. Linear mixed models revealed significant group-by-time intervention effects (p < 0.05) for throw (effect size: d = 0.9) and catch (d = 0.4) FMS, decision making (d = 0.7) and support (d = 0.9) during game play, and in-class PA (d = 1.6). No significant intervention effects (p > 0.05) were observed for skills outcome during game play (d = -0.2) or student enjoyment (d = 0.1). Game-centered pedagogy delivered via a teacher professional learning program was efficacious in simultaneously improving students' FMS skills, in-class PA and their decision making and support skills in game play.
- Subject
- physical activity; physical education; fundamental motor skills; professional development; motor skills; game-centred approach; nonlinear pedagogy; primary school
- Identifier
- http://hdl.handle.net/1959.13/1335750
- Identifier
- uon:27494
- Identifier
- ISSN:1356-336X
- Rights
- Miller, Andrew, Christensen, Erin, Eather, Narelle, Gray, Shirley, Sproule, John, Keay, Jeanne and Lubans, David. Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?, European Physical Education Review (Vol. 22, Issue 1) pp. 113-133. © 2016 Reprinted by permission of SAGE Publications.
- Language
- eng
- Full Text
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