Gender and School-Level Differences in Students' Moderate and Vigorous Physical Activity Levels When Taught Basketball through the Tactical Games Model

Autor/inn/en	Harvey, Stephen; Smith, Megan L.; Song, Yang; Robertson, David; Brown, Renee; Smith, Lindsey R.
Titel	Gender and School-Level Differences in Students' Moderate and Vigorous Physical Activity Levels When Taught Basketball through the Tactical Games Model
Quelle	In: Journal of Teaching in Physical Education, 35 (2016) 4, S.349-357 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
DOI	10.1123/jtpe.2016-0089
Schlagwörter	Physical Education; Teaching Methods; Educational Games; Physical Activities; Physical Activity Level; Models; Program Effectiveness; Grade 4; Grade 5; Team Sports; Measurement Equipment; Statistical Analysis; Gender Differences + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Analogiemodell; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mannschaftssport; Messinstrument; Statistische Analyse; Geschlechterkonflikt
Abstract	The Tactical Games Model (TGM) prefaces the cognitive components of physical education (PE), which has implications for physical activity (PA) accumulation. PA recommendations suggest students reach 50% moderate-vigorous physical activity (MVPA). However, this criterion does not indicate the contribution from vigorous physical activity (VPA). Consequently, this study investigated: a) the effects of TGM delivery on MVPA/VPA and, b) gender/school level differences. Participants were 78 seventh and 96 fourth/fifth grade coeducational PE students from two different schools. Two teachers taught 24 (middle) and 30 (elementary) level one TGM basketball lessons. Students wore Actigraph GT3× triaxial accelerometers. Data were analyzed using four one-way ANOVAs. Middle school boys had significantly higher MVPA/VPA (34.04/22.37%) than girls (25.14/15.47%). Elementary school boys had significantly higher MVPA/VPA (29.73/18.33%) than girls (23.03/14.33%). While TGM lessons provide a context where students can accumulate VPA consistent with national PA recommendations, teachers need to modify lesson activities to enable equitable PA participation. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01