Teaching Physical Literacy to Promote Healthy Lives: TGfU and Related Approaches

Doozan, Ashley; Bae, Mihae

doi:10.18666/tpe-2016-v73-i3-6364

Cited by 12 publications

(7 citation statements)

References 31 publications

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“…Pengetahuan dan pembelajaran yang diperolehi semasa di dalam kelas Pendidikan Jasmani perlu disediakan dengan lebih sistematik dan effektif kerana ia dapat menarik minat kanakkanak untuk melakukan aktiviti fizikal seterusnya meningkatkan penglibatan dalam aktiviti kecergasan fizikal dan mengalakkan minat dalam gaya hidup sihat (Doozan, & Bae, 2016). Sehubungan dengan itu, kajian yang berkaitan dengan pembelajaran dan program yang sistematik bagi subjek pendidikan jasmani amat kurang dijalankan (Chin, & Ludwig, 2013).…”

Section: Pernyataan Masalahunclassified

Pembinaan program spark dalam kalangan kanak-kanak berumur 11 tahun: Kajian rintis

Sanuddin

Hashim

2018

JSSPJ

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adalah satu usaha untuk meningkatkan aktiviti kecergasan fizikal dalam kalangan kanak-kanak sekolah. Selain itu, pembentukkan program ini adalah merupakan aktiviti yang terancang dan sistematik yang akan membantu kanak-kanak melahirkan idea secara bebas terutamanya dalam pembelajaran Pendidikan Jasmani ataupun semasa aktiviti Kokurikulum. Dalam kajian ini, kesahan kandungan tentang program SPARK adalah berdasarkan model pembinaan modul Sidek & Jamaludin (2005). Proses penyediaan kandungan program SPARK (Sports Play Active and Recreation for Kids) bermula dengan pembinaan matlamat dan diakhiri dengan penyatuan draf. Pada peringkat permulaan pembinaan kandungan program ini, penyelidik menentukan tujuan, keperluan dan objektif utama program ini dijalankan serta jenis aktiviti-aktiviti yang sesuai diaplikasikan bagi meningkatkan aktiviti kecergasan fizikal pelajar. Oleh yang demikian, pembangunan program SPARK ini melalui dua fasa iaitu pembinaan program dan kesahan kandungan. Oleh itu, hasil penilaian pakar terhadap kandungan program SPARK (Sport Play Active and Recreation for Kids) ini, mempunyai nilai kesahan kandungan yang tinggi iaitu .78. Oleh itu, nilai ini dapat menjelaskan bahawa kandungan program SPARK (Sport Play Active and Recreation for Kids), adalah sangat releven digunapakai dalam proses pembelajaran dan pengajaran bagi subjek Pendidikan Jasmani, aktiviti kokurikulum mahupun aktiviti satu murid satu sukan dan ianya sangat sesuai untuk digunakan dalam kajian ini. Kesimpulannya, program yang diaplikasikan ini diharap dapat memberi peluang kepada kanakkanak menjalani pembelajaran secara semula jadi melalui sosial kognitif teori yang menyumbang kepada proses pembelajaran dan pengajaran bagi subjek Pendidikan Jasmani dan kesihatan bagi melihat kesan terhadap penglibatan aktiviti fizikal kanak-kanak.

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Section: Pernyataan Masalahunclassified

Pembinaan program spark dalam kalangan kanak-kanak berumur 11 tahun: Kajian rintis

Sanuddin

Hashim

2018

JSSPJ

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“…The knowledge and learning gained while in the Physical Education class needs to be provided more systematically and effectively. It can attract children to do physical activities, increasing involvement in physical fitness activities and encouraging interest in a healthy lifestyle (Doozan & Bae, 2016). Accordingly, systematic learning and programming studies for physical education subjects are very poorly conducted (Chin & Ludwig, 2013).…”

Section: Introductionmentioning

confidence: 99%

Construction of the HoPA’S Program in Children 11 Years of Age: A Pilot Study

Sanuddin¹,

Azam²,

Majeed³

et al. 2021

IJARPED

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Introduction:The alarming increase in Covid-19 cases has forced the government to implement movement control orders across the country. Due to these circumstances, the people's daily activities have been substantially affected, including those children. The pandemic has affected the children's activities, and they are unable to engage in outdoor and indoor activities. Moreover, the children's learning activities are also affected and need to be carried out through virtual education (PDPR). This virtual-based kind of learning will be more effective with guidance and support from the parents. However, this situation could lead to the feeling of stress and burdening the parents. Therefore, a systematic plan needs to be implemented to increase the children's physical activities and reduce the burden on parents during PDPR. Objective: The development of the HoPA'S Program (Home-Based Physical Activity) to increase physical activities among school children during the PDPR. In addition, the development of this program is a planned and systematic activity that will help children freely express ideas, especially in Physical Education or during Co-curriculum activities. Methodology: In this study, the validity of the content of the SPARK program is based on the construction model of Sidek and Jamaludin (2005). The HoPA'S Program content creation process begins with the objective and concludes with a draft union. In the initial stages of the content development of the program, researchers determine the purpose, objective of this program, and the appropriate types of activities that are applied to enhance the students' physical activities. Therefore, the development of the HoPA'S Program is through 2 phases, namely program construction and validity of the content. Research findings: Thus, the results of the expert assessment on HoPA'S Program contents have a high content legality value of .86. Therefore, this value can be explained that the HoPA'S Program is highly relevant to the learning and teaching process for Physical Education subjects and co-curricular activities. In conclusion, the program is expected to provide opportunities for children to undergo natural learning through cognitive, social theories that contribute to the learning and teaching

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“…The body of research on the implementation of TGfU in PE is extensive. TGfU-based interventions carried out in different PE settings have shown the model’s positive impact on tactical awareness [ 25 ], decision making, enjoyment, and intention to be active [ 26 ], motivation and perceived competence [ 23 ], academic performance and literacy [ 27 ], movement skills [ 28 ], or PA levels [ 29 ]. Despite its widespread use in school PE, and although several studies have suggested that TGfU may not only trigger a significant development of the cognitive domain but also stimulate moderate-to-vigorous PA levels and higher motivation towards active lifestyles, the assessment of how TGfU school units influence physical fitness remains only marginally explored [ 30 ].…”

Section: Introductionmentioning

confidence: 99%

Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?

Cocca

Baca

Cruz

et al. 2020

IJERPH

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Teaching Games for Understanding (TGfU) is one of the pedagogical models used for increasing health through physical education (PE), being associated with several psychological benefits. However, only few studies have studied the effect of TGfU on physical fitness. This study aims at assessing the changes in students’ physical fitness after a six-month TGfU-based program with primary school children. A total of eight schools from the state of Sonora (Mexico) were randomly distributed into experimental (EG) and control group (CG). The final sample consisted of 188 pupils (100 boys, 88 girls; age = 10.22 ± 0.76 years) from the 5th and 6th grade. Employing a quasi-experimental design, physical fitness was assessed by means of the Eurofit test battery. At post-test, EG obtained significantly higher scores than CG in flexibility, abdominals, speed (p < 0.001), handgrip (p = 0.002), low-limb power (p = 0.032), and cardiorespiratory fitness (p = 0.048). Our findings suggest that TGfU can be a valid alternative to traditional methodologies not only when the aim of a PE unit is to stimulate the cognitive domain, but also for the development of physical fitness attributes that may help pupils develop in a comprehensive manner.

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Teaching Physical Literacy to Promote Healthy Lives: TGfU and Related Approaches

Cited by 12 publications

References 31 publications

Pembinaan program spark dalam kalangan kanak-kanak berumur 11 tahun: Kajian rintis

Pembinaan program spark dalam kalangan kanak-kanak berumur 11 tahun: Kajian rintis

Construction of the HoPA’S Program in Children 11 Years of Age: A Pilot Study

Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?

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