Improving enjoyment during physical education lesson in primary school students
DOI:
https://doi.org/10.14198/jhse.2021.16.Proc2.59Keywords:
Tactical game model, PACES, Motor competence, Fun, Elementary schoolAbstract
Objective: Assessing the effects of different instructional plans on affective learning aims (i.e., the level of enjoyment) within physical education (PE) classes in elementary school students. Method: The second-grade classes of a primary school were randomly assigned to two different groups (i.e., experimental and control). The control group (n = 29) followed the regular physical education curriculum based on skill practices meanwhile the teacher used a directive style. The experimental group (n = 35) followed a PE plan based on the use of the Tactical Game Model approach to teach handball-based invasion game. The affective learning aims were assessed by means of the Italian version of the PACES scale and it was administered prior to, and at the end of the instructional period. Scale reliability was estimated for each assessment and group. Furthermore, the impact of the plans was estimated and interpreted according to Cohen’s effect size measure. Results: For the control group, the reliability results were between moderate and excellent (i.e., Cronbach’s a ranged from 0.82 to 0.93), while the same results for experimental group were moderate in pre- and post-training assessment (i.e., Cronbach’s a ranged from 0.77 to 0.92). No significant between-group differences were estimated at the start of the study. At the end of the instructional period there were significant and moderate-to-large differences for the positive scores, while significant and low-to-moderate differences for the negative scores. Implications: Current results identified the TGM approach as an effective strategy for supporting fun and motivational PE lessons, since teachers can use these reflections for developing appropriately PE lessons.
Downloads
References
Carraro, A., Young, M. C., & Robazza, C. (2008). A contribution to the validation of the physical activity enjoyment scale in an Italian sample. Social Behavior and Personality: an international journal, 36(7), 911-918. https://doi.org/10.2224/sbp.2008.36.7.911
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic press. https://doi.org/10.4324/9780203771587
Coppola, R., Pignato, S., Sgrò, F., & Lipoma, M. (2020). Effects of two different physical education teaching approaches on the levels of enjoyment in the Italian primary school students. Journal of Human Sport and Exercises, 15(4), S1251-S1261. https://doi.org/10.14198/jhse.2020.15.Proc4.26
D'Elia, F. (2019)The training of physical education teacher in primary school. Journal of Human Sport and Exercise, 14, pp. S100-S104. https://doi.org/10.14198/jhse.2019.14.Proc1.12
Fischetti, F., Latino, F., Cataldi, S., Greco, G. (2020). Gender differences in body image dissatisfaction: The role of physical education and sport. Journal of Human Sport and Exercise, 15 (2), pp. 241-250. https://doi.org/10.14198/jhse.2020.152.01
Frederick, C. M., Morrison, C., & Manning, T. (1996). Motivation to participate, exercise affect, and outcome behaviors toward physical activity. Perceptual and Motor Skills, 82(2), 691-701. https://doi.org/10.2466/pms.1996.82.2.691
Greco, G., Cataldi, S., Fischetti, F. (2019) . Effectiveness of a short after-school intervention on physical fitness in school-aged children extracurricular multilateral training improves physical fitness in children, Ricerche di Pedagogia e Didattica, 14 (1), pp. 143-164.
Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19(3), 278-300. https://doi.org/10.1080/17408989.2012.754005
Harveson, A. T., Hannon, J. C., Brusseau, T. A., Podlog, L., McMullen, B., & England, A. (2016). Acute Exercise and Academic Achievement in Elementary School Youth. Research Quarterly for Exercise and Sport, 87(S2), A75.
Hashim, H., Grove, R. J., & Whipp, P. (2008). Validating the youth sport enjoyment construct in high school physical education. Research Quarterly for Exercise and Sport, 79(2), 183-194. https://doi.org/10.1080/02701367.2008.10599482
Kendzierski, D., & DeCarlo, K. J. (1991). Physical activity enjoyment scale: Two validation studies. Journal of sport & exercise psychology, 13(1), 50-64. https://doi.org/10.1123/jsep.13.1.50
Lohbeck, A., Engels, E. S., & Freund, P. A. (2019). Assessing students' enjoyment in physical education: measurement invariance across school tracks and relationships with grades. Journal of Psychoeducational Assessment, 37(8), 1023-1029. https://doi.org/10.1177/0734282918804600
Mitchell, S., Mitchell, S. A., Oslin, J., & Griffin, L. L. (2020). Teaching sport concepts and skills: A tactical games approach. Human Kinetics Publishers.
Motl, R. W., Dishman, R. K., Saunders, R., Dowda, M., Felton, G., & Pate, R. R. (2001). Measuring enjoyment of physical activity in adolescent girls. American journal of preventive medicine, 21(2), 110-117. https://doi.org/10.1016/S0749-3797(01)00326-9
Mullen, S. P., Olson, E. A., Phillips, S. M., Szabo, A. N., Wójcicki, T. R., Mailey, E. L., & McAuley, E. (2011). Measuring enjoyment of physical activity in older adults: invariance of the physical activity enjoyment scale (paces) across groups and time. International Journal of Behavioral Nutrition and Physical Activity, 8(1), 103. https://doi.org/10.1186/1479-5868-8-103
Scanlan, T. K., Simons, J. P. (1992). The construct of sport enjoyment. In G. C. Roberts (Ed.), Motivation in sport and exercise (pp. 202-203). Champaign, IL: Human Kinetics.
Schembri, R., Quinto, A., Aiello, F., Pignato, S., & Sgrò, F. (2019). The relationship between the practice of physical activity and sport and the level of motor competence in primary school children. Journal of Physical Education and Sport, 19 (Suppl. Issue 5), 1994-1998.
Sgrò, F., Barca, M., Schembri, R., & Lipoma, M. (2020). Assessing the effect of different teaching strategies on students' affective learning outcomes during volleyball lessons. Journal of Physical Education and Sport, 20, 2136-2142.
Sgrò, F., & Lipoma, M. (2015). Can An Exergames Training Program Improve The Jump For Height Skill In Childhood. Turkish Online Journal of Educational Technology, Special Issue for INTE 2015, 89-96.
Stone, W. L., & Lemanek, K. L. (1990). Developmental issues in children's self-reports. In A. M. La Greca, Through the eyes of the child: Obtaining self-reports from children and adolescents (p. 18-56). Allyn & Bacon.
Supaporn, S., & Griffin, L. L. (1998). Undergraduate students report their meaning and experiences of having fun in physical education. Physical Educator, 55(2), 57-70.
Tortella, P., & Fumagalli, G. (2017). The effect of teaching methodologies in promoting physical and cognitive development in children. Physical Activity and Educational Achievement: Insights from Exercise Neuroscience, 297. https://doi.org/10.4324/9781315305790-17
Tortella, P., Haga, M., Loras, H., Sigmundsson, H., & Fumagalli, G. (2016). Motor skill development in Italian pre-school children induced by structured activities in a specific playground. PLoS One, 11(7), e0160244. https://doi.org/10.1371/journal.pone.0160244
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 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.
