Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?. (February 2016)

• Record Type: Journal Article
• Authors: Miller, Andrew; Christensen, Erin; Eather, Narelle; Gray, Shirley; Sproule, John; Keay, Jeanne; Lubans, David
• Is Part Of: European physical education review. Volume 22:Number 1(2016)
• Page Start: 113
• Page End: 133
• Publication Date: 2016-02
• Subjects: Physical activity -- physical education -- fundamental movement skills -- professional development -- motor skills -- game-centered approach -- nonlinear pedagogy -- primary school; Physical education and training -- Europe -- Periodicals; 613.7
• DOI: 10.1177/1356336X15594548
• Languages: English
• ISSNs: 1356-336X

Abstract

The primary objective of this study was to evaluate the efficacy of a pilot intervention using a game-centered 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 × 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.