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Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?

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    Rights statement: © Miller, A., Christensen, E., Eather, N., Gray, S., Sproule, J., Keay, J., & Lubans, D. (2015). Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?. European Physical Education Review. 10.1177/1356336X15594548

    Accepted author manuscript, 410 KB, PDF document

  • Download as Adobe PDF

    Rights statement: © Miller, A., Christensen, E., Eather, N., Gray, S., Sproule, J., Keay, J., & Lubans, D. (2015). Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?. European Physical Education Review. 10.1177/1356336X15594548

    Accepted author manuscript, 449 KB, PDF document

http://epe.sagepub.com/content/early/2015/07/10/1356336X15594548.abstract
Original languageEnglish
JournalEuropean Physical Education Review
Early online date13 Jul 2015
DOIs
Publication statusPublished - 2015

Abstract

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 ¼ 107 students; mean age ¼ 10.7 years, SD 0.87) were randomized by class group into the Professional Learning for Understanding Games Education (PLUNGE) pilot intervention (n ¼ 52 students) or the control (n ¼ 55) conditions. PLUNGE involved 6 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 ¼ 0.9) and catch (d ¼ 0.4) FMS, decision making (d ¼ 0.7) and support (d ¼ 0.9) during game play, and in-class PA (d ¼ 1.6). No significant intervention effects (p > 0.05) were observed for skills outcome during game play (d ¼ 0.2) or student enjoyment (d ¼ 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.

    Research areas

  • Physical activity, physical education, fundamental movement skills, professional development, motor skills, game-centered approach, primary school, nonlinear pedagogy

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