The Good Behaviour Game: Maintaining students' physical distancing in physical education classes during the COVID-19 pandemic. (March 2023)

• Record Type: Journal Article
• Authors: Tounsi, Olfa; Koubaa, Abdessalem; Trabelsi, Omar; Masmoudi, Liwa; Mkaouer, Bessem; Trabelsi, Khaled; Jahrami, Haitham; Clark, Cain CT; Bahloul, Mourad
• Is Part Of: Health education journal. Volume 82:Number 2(2023)
• Page Start: 200
• Page End: 210
• Publication Date: 2023-03
• Subjects: Game-based learning -- Good Behaviour Game -- physical education -- social distancing -- Tunisia; Health education -- Periodicals; 613.071
• DOI: 10.1177/00178969221147609
• Languages: English
• ISSNs: 0017-8969

Abstract

Background: Maintaining physical distancing is one of the most important steps to enforce in educational institutions to reduce the risk of transmission of COVID-19. However, close proximity and physical contact between students are often considered 'normal' during physical education (PE) classes, making it challenging for PE teachers to ensure physical distancing. Objectives: The aim of this study was to assess the effect of the implementation of the Good Behaviour Game (GBG) in maintaining physical distancing in PE settings in times of the COVID-19 pandemic. Method: In a quasi-experimental design, two groups were separately designated as an experimental group (20 classes involving 220 students) and a control group (20 classes involving 231 students). They were all enrolled in the eighth grade of the Tunisian education system. In the experimental group, the PE teacher managed physical distancing by administering the GBG. Physical distancing was evaluated by direct observation of videos of filmed PE sessions using a code grid. It was measured twice for the two groups using Kinovea software. Results: Quantitative data analyses showed that the level of maintaining physical distancing increased after the GBG intervention in the experimental group ( p < .001). Furthermore, greater percent changes between pre- and post-intervention were identified in the experimental group compared to the control group (120% vs 1%, respectively). Conclusion: The GBG was effective in ensuring students' physical distancing when implemented in PE settings.