OBJECTIVE: To evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence.
METHODS: A cluster-randomized controlled trial involving one year six class each from seven primary schools (n=168; mean age=11.2years, SD=1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n=97 students) or the 7-week wait-list control (n=71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children).
RESULTS: Linear mixed models revealed significant group-by-time intervention effects (all p<0.05) for object control competency (effect size: d=0.9), and in-class pedometer steps/min (d=1.0). No significant intervention effects (p>0.05) were observed for perceived sporting competence.
CONCLUSIONS: The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students.
|Number of pages||8|
|Early online date||7 Feb 2015|
|Publication status||Published - May 2015|
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- Moray House School of Education and Sport - Personal Chair of Physical Education
- Institute for Sport, Physical Education and Health Sciences
Person: Academic: Research Active