The role of physical education in the achievement of international recommendations: A study based on pedagogical models
DOI:
https://doi.org/10.14198/jhse.2020.154.12Keywords:
Physical activity, Accelerometery, Gender, SchoolAbstract
Physical activity (PA) has been associated with numerous benefits. The World Health Organization recommends practicing 60 minutes of Moderate to Vigorous PA (MVPA). However, young people are not achieving these recommendations. Physical education, due to their purely motor character has been highlighted as a change agent. Traditional sport teaching has not attracted young people to the achievement of these objectives. Thus, new models, such as Sport Education, have been proposed to increase the students’ interest. The objectives of this study were to evaluate the PA in two pedagogical models in PE lessons, as well as the differences in the teaching process phases. In addition, there were checked if there existed PA differences in terms of gender and to determine the contribution of each model to the MVPA in primary education students. The results showed that Sport Education helped to the achievement of a greater MVPA percentage than the Direct Instruction in both genders, with a varying contribution of the different phases.
Downloads
References
Brascum, P., and Bhochhibhoya, A. (2016). Exploring gender differences in predicting physical activity among elementary aged children: an application of the integrated behavioural model. American Journal of Health Education, 17(4), 234-242. https://doi.org/10.1080/19325037.2016.1178608
Calderón, A., Martínez de Ojeda, D., and Hastie, P. A. (2013). Students and teacher’s perception after practice with two pedagogical models in physical education. International Journal of Sports Science, 32(9), 137-153. https://doi.org/10.5232/ricyde2013.03204
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum.
Ennis, C. (2014). What goes around comes around … or does it? Disrupting the cycle of traditional, sport-based physical education. Kinesiology Review, 3(1), 63-70. https://doi.org/10.1123/kr.2014-0039
Evangelio, C., Sierra-Díaz, J. M., González-Víllora, and Fernández-Rio, J. (2018). Sport education model in elementary and secondary education: Sport education model in elementary and secondary education: Systematic review. Movimento, 24(3), 931-946. https://doi.org/10.22456/1982-8918.81689
Evenson, K., Catellier, D., Gill, K., Ondrak, K., and McMurray, R. (2008). Calibration of two objective measures of physical activity for children. Journal of Sports Sciences, 26(14), 1557-1565. https://doi.org/10.1080/02640410802334196
Fairclough, S. J., Butcher, Z. H., and Stratton, G. (2007). Whole-day and segmented-day physical activity variability of northwest England school children. Preventive Medicine, 44(5), 421-425. https://doi.org/10.1016/j.ypmed.2007.01.002
Fairclough, S. J., and Stratton, G. (2006). A review of physical activity levels during elementary school physical education. Journal of Teaching in Physical Education, 25(2), 240-258. https://doi.org/10.1123/jtpe.25.2.240
Farias, C. F., Mesquita, I., and Hastie, P. A. (2015). Game performance and understanding within a hybrid sport education season. Journal of Teaching in Physical Education, 34(3), 363-383. https://doi.org/10.1123/jtpe.2013-0149
Gidlow, C. J., Cochrane, T., Davey, R., and Smith, H. (2008). In-school and out-of-school physical activity in primary and secondary school children. Journal of Sports Sciences, 26(13), 1411-1419. https://doi.org/10.1080/02640410802277445
Hastie, P. A., and Trost, S. G. (2002). Student physical activity levels during a season of Sport Education. Pediatric Exercise Science, 14(1), 64-74. https://doi.org/10.1123/pes.14.1.64
Hollis, J. L., Williams, A. J., Sutherland, R., Campbell, E., Nathan, N., Wolfenden, L., … Wiggers, J. (2016). A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in elementary school physical education lessons. Preventive Medicine, 86, 34-54. https://doi.org/10.1016/j.ypmed.2015.11.018
Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45(9), 973-986. https://doi.org/10.1080/00131857.2013.785352
López-García, J.; Sánchez-Gallardo, I.; Burgueño-Menjíbar, R.; Medina-Casaubón, J. (2018). Apoyo a la autonomía y percepción de las características de la Educación Deportiva en alumnado de Educación Secundaria Obligatoria. Influencia de una temporada de Educación Deportiva. Journal of Sport and Health Research, 10(supl 1), 191-202. http://hdl.handle.net/10481/56124
McKenzie, T. L., Catellier, D. J., Conway, T., Lytle, L. A., Grieser, M., Webber, L. A., … Elder, J. P. (2006). Girls’ activity levels and lesson contexts in middle school PE: TAAG baseline. Medicine and Science in Sports and Exercise, 38(7), 1229-1235. https://doi.org/10.1249/01.mss.0000227307.34149.f3
Meyer, U., Roth, R., Zahner, L., Gerber, M., Puder, J. J., Hebestreit, H., and Kriemler, S. (2011). Contribution of physical education to overall physical activity. Scandinavian Journal of Medicine and Science in Sports, 23(5), 600-606. https://doi.org/10.1111/j.1600-0838.2011.01425.x
Mooses, K., Pihu, M., Riso, E. M., Hannus, A., Kaasik, P., and Kull, M. (2017). Physical education increases daily Moderate to Vigorous physical activity and reduces sedentary time. Journal of School Health, 87(8), 602-607. https://doi.org/10.1111/josh.12530
Pate, R. R., Davis, M. G., Robinson, T. N., Stone, E. J., McKenzie, T. L., and Young, J. C. (2006). Promoting physical activity in children and youth: a leadership role for schools: a scientific statement from the American Heart Association Council on Nutrition, Physical Activity, and Metabolism (Physical Activity Committee) in collaboration with the Councils on Cardiovascular Disease in the Young and Cardiovascular Nursing. Circulation, 114(11), 1214-1224. https://doi.org/10.1161/circulationaha.106.177052
Pate, R., and O’Neill, J. (2008). Summary of the American Heart Association scientific statement: promoting physical activity in children and youth: a leadership role for schools. Journal of Cardiovascular Nursing, 23(1), 44-49. https://doi.org/10.1097/01.jcn.0000305056.96247.bb
Perlman, D. (2012). The influence of the Sport Education Model on amotivated students’ in-class physical activity. European Physical Education Review, 18(3), 335-345. https://doi.org/10.1177/1356336x12450795
Poitras, V. J., Gray, C. E., Borghese, M. M., Carson, V., Chaput, J.-P., Janssen, I.,…Tremblay, M. S. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology Nutrition and Metabolism, 41(6), S197-S239. https://doi.org/10.1139/apnm-2015-0663
Pritchard, T., Hansen, A., Scarboro, S., and Melnic, I. (2015). Effectiveness of the Sport Education Fitness Model on fitness levels, knowledge, and physical activity. Physical Educator, 72(4), 577-600. https://doi.org/10.18666/tpe-2015-v72-i4-6568
Ridgers, N., Saint-Maurice, P., Welk, G., Siahpush, M., and Huberty, J. (2011). Differences in physical activity during school recess. Journal of School Health, 81(9), 545-551. https://doi.org/10.1111/j.1746-1561.2011.00625.x
Ridgers, N., Stratton, G., Fairclough, S. J., and Twisk, J. (2007). Children’s physical activity levels during school recess: a quasi-experimental intervention study. International Journal of Behavioral Nutrition and Physical Activity, 21(4), 1-19. https://doi.org/10.1186/1479-5868-4-19
Roberts, S., and Fairclough, S. (2011). Observational analysis of student activity models, lesson contexts and teacher interactions during games classes in high school (11-16 years) physical education. European Physical Education Review, 17(2), 255-268. https://doi.org/10.1177/1356336x11420222
Rocamora, I., González-Víllora, S., Fernández-Río, J., and Arias-Palencia, N. M. (2019). Physical activity levels, game performance and friendship goals using two different pedagogical models: Sport Education and Direct Instruction. Physical Education and Sport Pedagogy, 24(1), 87-102. https://doi.org/10.1080/17408989.2018.1561839
Sallis, J. F., McKenzie, T. L., Beets, M. W., Beighle, A., Erwin, H., and Lee, S. (2012). Physical education’s role in public health: steps forward and backward over 20 years and HOPE for the future. Research Quarterly for Exercise and Sport, 83(2), 125-135. https://doi.org/10.1080/02701367.2012.10599842
Siedentop, D., Hastie, P. A., and van der Mars, H. (2011). Complete guide to sport education. Champaign, IL: Human Kinetics.
Slingerland, M., and L. Borghouts, L. (2011). Direct and indirect influence of physical education-based interventions on physical activity: a review. Journal of Physical Activity Health, 8(6), 866-878. https://doi.org/10.1123/jpah.8.6.866
Smith, N. J., Monnat, S. M., and Lounsbery, M. A. F. (2015). Physical activity in Physical Education: Are longer lessons better? Journal of School Health, 85(3), 141-148. https://doi.org/10.1111/josh.12233
Torres-Luque, G., López Fernández, I., and Carnero, E. A. (2014). Incidencia del género en los niveles de actividad física en las clases de educación física. Sport TK, 3(1-2), 21-26. https://doi.org/10.6018/221971
Troiano, R. P., Berrigan, D., Dodd, K. W., Masse, L. C., Tilert, T., and McDowell, M. (2008). Physical activity in the United States measured by accelerometer. Medicine and Science in Sports and Exercise, 40(1), 181-188. https://doi.org/10.1249/mss.0b013e31815a51b3
US Department of Health and Human Services (USDHHS). 2008 Physical Activity Guidelines for Americans. Washington, DC: USDHHS; 2008. Available on: https://www.healthypeople.gov/2010/Publications/
US Department of Health and Human Services (USDHHS). Healthy People 2010. 2nd ed. Washington, DC: US Government Printing Office, 2000. Available on: https://www.healthypeople.gov/2010/Publications/
Wadsworth, D. D., Robinson, L. E., Rudisill, M. E., and Gell, N. (2013). The effect of physical education climates on elementary students’ physical activity behaviors. Journal of School Health, 83(5), 306-313. https://doi.org/10.1111/josh.12032
Ward, J. K., Hastie, P. A., Wadsworth, D. D., Foote, S., Brock, S. J., and Hollett, N. (2017). A Sport Education Fitness season’s impact on students’ fitness levels, knowledge, and in-class physical activity. Research Quarterly for Exercise and Sport, 88(3), 346-351. https://doi.org/10.1080/02701367.2017.1321100
World Organization Health (WHO) (2012). Recommended levels of physical activity for children aged 5-17 years. Available on: http://www.who.int/dietphysicalactivity/factsheet_young_people/en/
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Journal of Human Sport and Exercise
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Competing Interests
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.
