A Systematic Review Investigating the Effects of Implementing Game-Based Approaches in School-Based Physical Education Among Primary School Children

Abstract

Purpose: To evaluate the effectiveness of game-based approaches on game performance, fundamental movement skills, health-related indicators, and physical activity outcomes among children (5–12 years) when delivered in the primary physical education school setting. Method: A systematic search of six electronic databases without date limitation was conducted on June 11, 2021. Results: Among included studies (N = 17), positive outcomes were found for children’s game performance, fundamental movement skills, physical and mental health, and/or physical activity. Game-based approaches intervention success appears to be related to the contents of teacher training, especially the inclusion of a theory-based syllabus, mentoring, and reflection sessions. Conclusions: The findings of this review confirm that hybrid sport education-invasion games interventions delivered in primary schools are beneficial for improving a range of student outcomes. To improve physical self-perception, intrinsic motivation, well-being, physiological, and potential psychological outcomes for children, it is necessary to explore more game-based approaches’ longitudinal and intervention research with high quality.

Associations of sport participation with subjective well-being: a study consisting of a sample of Chinese school-attending students

“…In future research, it is essential to probe into the strategy that optimizes the sport's effect on kids' mental health. There is a need to explore more high-quality game-based approach longitudinal and intervention studies to improve children's physical self-perception, intrinsic motivation, well-being, physiological and underlying psychological outcomes (72). It is noteworthy that the SAAFE (supportive, active, autonomous, fair, and enjoyable) principle offers a framework for designing and delivering exercise sessions (73).…”

Current teachers’ perceptions and students' perspectives regarding activities modalities, instructional settings during primary school physical education classes in China: a cross-sectional observational study

“…Physical education (PE) is a compulsory subject that offers unique opportunities for children to enhance their motor skills to actively engage in sports and physical activities (PA) during elementary (grades 1-6, students aged 5-12) and secondary school (grades 7-12, students aged 12-18) in many countries (1)(2)(3)(4)(5). Students' skill development is affected by curricular reasons, which would influence their performance during PE at school (6).…”

“…The LSD tests illustrated that PE teachers with 1-5 years of teaching experience had significantly less confidence than teachers with over 10 years of teaching and teachers with 6-10 years of teaching experience had significantly less confidence than teachers with over 10 years of teaching. PE teachers with over 10 years of teaching experience had significantly more competence than the teachers with 6-10 years of teaching experience, and PE teachers with over 10 years of teaching experience had significantly more self-efficacy than teachers with 6-10 years of teaching experience (Figure2).In terms of the class size, teachers perceived self-efficacy [F(2,13) = 4.153, P < 0.05, η2 = 0.509], confidence [F (2,13) = 5.827, P < 0.05, η2 = 0.593], and competence [F (2,13) = 4.010, P < 0.05, η2 = 0.501] were significantly associated with varying class size. The LSD tests illustrated that class size with 21-30 PE teachers had significantly more scores in self-efficacy than class size with 41-50 children and more scores in confidence and competence than class sizes of 41-50 and 51-60 (Figure 3).…”

24-hour movement behaviours and self-rated health in Chinese adolescents: a questionnaire-based survey in Eastern China

“…Since the Canadian 24-hour movement guidelines were issued in 2016 ( Tremblay et al, 2016 ; Liu et al, 2022 ; Ma et al, 2022 ), emerging evidence has focused on the benefits of adhering to the movement guidelines. For optimal health outcomes, adolescents should adhere to the recommendation of a higher level of physical activity ( i.e., at least 60 min of moderate-to-vigorous physical activity (MVPA) per day) ( Ren, Yan & Sun, 2021 ; Li et al, 2023 ; Liu et al, 2023 ), limited screen time (ST) ( i.e., no more than 2 h per day) ( Huang et al, 2021 ), and sufficient sleep ( i.e., 8–10 h per day for 14–17 years) ( Tremblay et al, 2016 ; Liu et al, 2022 ; Li et al, 2023 ; Yan et al, 2023 ). Adherence to the 24-hour movement guidelines ( Tremblay, Carson & Chaput, 2016 ; Chen et al, 2022b ) is important for promoting health in children and adolescents ( Sampasa-Kanyinga et al, 2021 ).…”