Investigation of Pupils' Levels of MVPA and VPA during Physical Education Units Focused on Direct Instruction and Tactical Games Models

Autor/inn/en	Harvey, Stephen; Smith, Lindsey; Fairclough, Stuart; Savory, Louise; Kerr, Catherine
Titel	Investigation of Pupils' Levels of MVPA and VPA during Physical Education Units Focused on Direct Instruction and Tactical Games Models
Quelle	In: Physical Educator, 72 (2015) 5, S.40-58 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-8981
DOI	10.18666/TPE-2015-V72-I5-6998
Schlagwörter	Physical Activity Level; Physical Education; Units of Study; Direct Instruction; Games; Coeducation; Team Sports; Observation; Teacher Behavior; Comparative Analysis; Middle School Students; Measurement Equipment; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Lerneinheit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Game; Spiel; Spiele; Koedukation; Mannschaftssport; Beobachtung; Teacher behaviour; Lehrerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Messinstrument; Ausland
Abstract	We investigated the moderate to vigorous physical activity (MVPA) and vigorous physical activity (VPA) levels of pupils during coeducational physical education units focused on direct instruction and tactical games models (TGM). Thirty-two children (11-12 years, 17 girls) were randomly assigned to either a direct instruction (control) or TGM (intervention) group. Children wore RT3 triaxial accelerometers over 6 physical education lessons focused on field hockey to measure time spent in MVPA and VPA objectively.The System for Observing Fitness Instruction Time (SOFIT) was also used during each lesson to examine pupil physical activity, lesson context, and teacher behaviors. Results from accelerometry show MVPA and VPA were significantly higher in the TGM class compared to the class taught using direct instruction. SOFIT lesson context data show the TGM teacher spent less time managing and more time in skill practice and game play. The results of this study indicate that a shift in games pedagogy to TGM, in which the central aspect is participation in modified/conditioned games, is more likely to provide pupils the opportunity to achieve current physical activity guidelines stipulated by the Department of Health (2011) and the Institute of Medicine (2013). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01