Physical activity levels, game performance and friendship goals using two different pedagogical models: Sport Education and Direct Instruction
- 19 October 2018
- journal article
- research article
- Published by Taylor & Francis Ltd in Physical Education and Sport Pedagogy
- Vol. 24 (1), 87-102
- https://doi.org/10.1080/17408989.2018.1561839
Abstract
Advances in technology have changed children’s lifestyle so much that the majority of them do not meet the recommended 60 min of moderate to vigorous physical activity every day. Compulsory Physical Education has been highlighted as an ideal context to achieve the suggested physical activity (PA) goals, since it could be the only place where some students become truly physically active. In those classes, the teacher selects a pedagogical approach and this selection could be vital to meet the advised PA levels. The goal was to assess the effects of two instructional approaches, Sport Education Model (SEM) and Direct Instruction (DI) in Primary Education students’ physical activity intensity levels, game performance, and friendship goals. A total of 88 students with an average age of 11.16 ± 0.63 years, enrolled in two year-5 (from 10 to11 years) and two year-6 (from 11 to 12 years) Physical Education classes of the same school agreed to participate. The number of participants in the SEM was 47 and in DI was 41. The schools’ administration distributed one class of each grade to the experimental group, which experienced SEM, and to the non-equivalent group, which experienced DI. The content selected for both study groups was the same: Handball. Both study groups experienced a 15-session learning unit (45 min per class, three sessions per week). The goal was to conduct the experiment in a non-manipulated (intact) educational context. It followed a pre-test, post-test, experimental, non-equivalent group design. Participants wore Actigraph GT3X accelerometers in order to monitor physical activity levels, answered questionnaires to assess friendship goals, and their game performance was assessed using the Game Performance Assessment instrument (GPAI). Results showed that students who experienced the SEM had significantly higher light and moderate physical activity levels, friendship-approach and friendship-avoidance goals, while the ones who experienced DI had significantly higher sedentary physical activity levels. The GPAI scores showed significant gains in students’ game performance in both study groups, but these were larger in the SEM one. The SEM could be considered more effective than DI to improve Primary Education students’ PA levels, game performance and friendship goals.Keywords
This publication has 39 references indexed in Scilit:
- A task analysis of a sport education physical education season for fourth grade studentsPhysical Education and Sport Pedagogy, 2013
- The Development of Skill and Knowledge During a Sport Education Season of Track and Field AthleticsResearch Quarterly for Exercise and Sport, 2013
- Valoración de alumnado y profesorado de educación física tras la aplicación de dos modelos de enseñanza. (Students and teachers’ perception after practice with two pedagogical models in physical education).RICYDE. Revista Internacional de Ciencias del Deporte, 2013
- Improving physical self‐perception in adolescent boys from disadvantaged schools: psychological outcomes from the Physical Activity Leaders randomized controlled trialPediatric Obesity, 2012
- Physical Activity in Childhood May Be the Key to Optimizing Lifespan Skeletal HealthExercise and Sport Sciences Reviews, 2012
- Motivational climate interventions in physical education: A meta-analysisPsychology of Sport and Exercise, 2011
- Sport Education and Extracurricular Sport ParticipationResearch Quarterly for Exercise and Sport, 2010
- Calibration of two objective measures of physical activity for childrenJournal of Sports Sciences, 2008
- Moderate-to-Vigorous Physical Activity From Ages 9 to 15 YearsJAMA, 2008
- A Comparison of Rugby Seasons Presented in Traditional and Sport Education FormatsEuropean Physical Education Review, 2004