The PLUNGE randomized controlled trial: Evaluation of a games-based physical activity professional learning program in primary school physical education

Abstract

The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students.

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

“…Moreover, while simply playing games could potentially increase PA, this would likely not result in student DIFFERENCES IN PA IN TGM BASKETBALL UNITS 17 learning. Striking a balance between productive PA and student learning when utilizing a GCA such as the TGM is therefore needed (Harvey et al, 2015b;Miller et al, 2015Miller et al, , 2016. While the inherent nature of the TGM focuses on learning in small-sided conditioned games and skill drills in small groups, planning lessons with MVPA objectives alongside other PE learning outcomes is necessary for teachers (Fairclough and Stratton, 2005).…”

“…Hastie (2015) recently made a call for less comparative studies of different 'models' of teaching and additional examination of the micro-pedagogies of practice within each of the 'models'. Moreover, Kirk (2005) outlined how the 'practice-referenced approach' can serve as an alternative to traditional instructional method studies which compare alternative approaches such as a GCA, typically to direct instruction (Miller et al, 2015;Smith et al, 2015). Kirk (2005) noted the practice-referenced approach "is concerned with making judgments about the usefulness of TGfU [TGM] for achieving learning appropriate to the model itself and to the circumstances in which it has been applied" (p. 218).…”

“…Research on GCAs such as the TGM provide evidence for the development of cognitive outcomes (i.e., tactical;Vande Broek, Boen, Claessens, Feys, & Ceux, 2011), affective outcomes (i.e., student motivation; Gray, Sproule, & Morgan, 2009) and psychomotor outcomes, particularly off-the-ball movement (Lee & Ward, 2009). More recently, however, a limited number of studies (Harvey, Smith, Fairclough, Savory, & Kerr, 2015;Harvey, Song, Baek & van der Mars, 2015;Miller et al, 2015Miller et al, , 2016Smith et al, 2015;Van Acker et al, 2010;Yelling et al, 2000) have begun to provide evidence that teachers' use of a GCA can afford students opportunities to engage in moderatevigorous physical activity (MVPA) for at least 50% of the lesson time, consistent with national recommendations (Association for Physical Education, AfPE, 2008;Institute of Medicine, IOM, 2013). This is particularly significant as it has been well documented that regular physical activity (PA) of at least a moderate intensity is related to an overall improvement in health and wellbeing along with a reduced risk of chronic diseases in children and young people (e.g.…”

Classroom teachers’ experiences implementing a movement integration program: Barriers, facilitators, and continuance

“…In previous research (Miller, Christensen, Eather, & Lubans, 2015;Miller et al, 2016), the teacher training and mentoring model was effectively implemented to promote a PA intervention in elementary schools. For this study, all participants were trained by the research team to use the TAKE 10!…”

“…Of note is the mentoring provided by the research team after the initial training session, which facilitated the implementation of the MI program. The teacher training and mentoring model is effective in implementing PA interventions in elementary schools (Miller et al, 2015(Miller et al, , 2016. Another consideration is to extend the mentoring of teachers after the intervention through online and/or face-to-face consultations.…”