Physical Activity and Game Play Ability in a High School Sport Education Basketball Season

Abstract

To date, there is limited research investigating physical activity levels during a sport education season in high school physical education settings and how these are affected by ability levels. The aim of this study was to investigate (1) how students' game play in basketball would improve during a sport education season as a function of ability level, and (2) how students' MVPA levels differ as a function of game play ability. One class with 21 high school students (aged 16-18) participated in a 14-day sport education basketball season. Prior to and upon completion of the season, students' 3v3 basketball game play performance was assessed. Three mixed ability teams were composed with an equal gender distribution. The System of Observing Fitness Instruction Time (SOFIT) was used to collect students' MVPA during the season. Repeated measures ANOVA detected a significant improvement in game play ability from 52% (range: 28%-68%) to 84% (range: 60%-100%) for high-as well as low-ability students, p < .001. High-ability students engaged in MVPA for 65% during team practice and 49% during game play. Low-ability students had consistently lower MVPA values than high-ability students (41% vs 55%), p <.01, with 56% of MVPA during team practice and 34% during game play. All students spent more than 40% of team practice and game play in vigorous physical activity. We concluded that both high-and low-ability high school students improved their game play and their ability level affected MVPA levels during the sport education basketball season. High-ability students met the 50% MVPA benchmark during team practice and game play, whereas low-ability students only met this guideline during team practice.

Evaluation of Play Skills of Primary School Students Playing Traditional Children's Games

“…Physical education lesson; an increase in the percentage of MVPA is observed when it is carried out in outdoor games based on a physical activity away from monotony and when it is carried out with activities that require team play and cooperationoriented activities (Hartatiti et al, 2018;Wang and Zhou, 2022). When the physical education course is conducted by these criteria, students obtain MVPA degrees greater than 50% in swimming (Cardon et al, 2004), football (Harvey et al, 2016), basketball (Iserbyt et al, 2022), and handball units (Dania et al, 2017). In the research, MVPA was found to be greater than 50% for castled dodgeball game, which is one of the traditional children's games based on team and competition.…”

“…Researching the relationship between physical activity and performance in low economic income communities, Cohen et al, (2014) concluded that the time spent by the students in MVPA was sufficient and those movements requiring object control were positively related to displacement. Iserbyt et al, (2022), who investigated the relationship between MVPA and game performance according to skill levels, observed that students with high skills spent more time in MVPA. Skill level has played an important role in maintaining physical activity effectively.…”

“…Most countries aim to increase the level of physical activity by making primary school physical education compulsory. For example, the United States (Ramer et al, 2021), Australia (Dudley et al, 2012), Belgium (Iserbyt et al, 2022), China Hong Kong (Chow et al, 2008), Shanghai, China (Zhou et al, 2022), Korea (Lee, 2019), Maldives (Abdulla et al, 2022), Mexico (Hall-López et al, 2019), Turkey (Temel and Kangalgil, 2021) and Vietnam , countries such as act according to this goal.…”

“…International guidelines recommend that children should participate in moderate-vigorous physical activity (MVPA) for at least 50% of physical education class time. The MVPA value is obtained by dividing the time spent by all students in MVPA by the total course time (Iserbyt et al, 2022). Since acting by the MVPA value will increase the quality of the physical education lesson, physical education teachers should give the necessary incentives to their students (Baghurst et al, 2015).…”

“…When the literature is examined, it has been found that students can reach the reference value of 50% MVPA in primary school physical education classes (Kwon et al, 2020;Li and Wang, 2019). When a gamebased physical education lesson is taught to students, the internationally accepted reference value can be easily reached (Cocca et al, 2020;Harvey et al, 2016;Iserbyt et al, 2022). In addition, the MVPA reference value is reached during break times when students have the opportunity to play in the school environment (Hall-López et al, 2019;Springer et al, 2013).…”