Gender and school-level differences in students' moderate and vigorous physical activity levels when taught basketball through the tactical games model

2.50
Hdl Handle:
http://hdl.handle.net/10547/621931
Title:
Gender and school-level differences in students' moderate and vigorous physical activity levels when taught basketball through the tactical games model
Authors:
Harvey, Stephen; Smith, Megan L.; Song, Yang; Robertson, David; Brown, Renee; Smith, Lindsey Rachel
Abstract:
The Tactical Games Model (TGM) prefaces the cognitive components of physical education (PE), which has implications for physical activity (PA) accumulation. PA recommendations suggest students reach 50% moderate-vigorous physical activity (MVPA). However, this criterion does not indicate the contribution from vigorous physical activity (VPA). Consequently, this study investigated: a) the effects of TGM delivery on MVPA/VPA and, b) gender/school level differences. Participants were 78 seventh and 96 fourth/fifth grade coeducational PE students from two different schools. Two teachers taught 24 (middle) and 30 (elementary) level one TGM basketball lessons. Students wore Actigraph GT3× triaxial accelerometers. Data were analyzed using four one-way ANOVAs. Middle school boys had significantly higher MVPA/VPA (34.04/22.37%) than girls (25.14/15.47%). Elementary school boys had significantly higher MVPA/VPA (29.73/18.33%) than girls (23.03/14.33%). While TGM lessons provide a context where students can accumulate VPA consistent with national PA recommendations, teachers need to modify lesson activities to enable equitable PA participation.
Affiliation:
West Virginia University; University of Bedfordshire
Citation:
Harvey S., Smith M., Song Y., Robertson D., Brown R., Smith L. (2016) 'Gender and school-level differences in students' moderate and vigorous physical activity levels when taught basketball through the tactical games model', Journal of Teaching in Physical Education, 35 (4), pp.349-357.
Publisher:
Human Kinetics Publishers Inc.
Journal:
Journal of Teaching in Physical Education
Issue Date:
4-Oct-2016
URI:
http://hdl.handle.net/10547/621931
DOI:
10.1123/jtpe.2016-0089
Additional Links:
http://journals.humankinetics.com/doi/abs/10.1123/jtpe.2016-0089
Type:
Article
Language:
en
ISSN:
0273-5024
Appears in Collections:
Sport and physical activity

Full metadata record

DC FieldValue Language
dc.contributor.authorHarvey, Stephenen
dc.contributor.authorSmith, Megan L.en
dc.contributor.authorSong, Yangen
dc.contributor.authorRobertson, Daviden
dc.contributor.authorBrown, Reneeen
dc.contributor.authorSmith, Lindsey Rachelen
dc.date.accessioned2017-01-09T13:28:50Z-
dc.date.available2017-01-09T13:28:50Z-
dc.date.issued2016-10-04-
dc.identifier.citationHarvey S., Smith M., Song Y., Robertson D., Brown R., Smith L. (2016) 'Gender and school-level differences in students' moderate and vigorous physical activity levels when taught basketball through the tactical games model', Journal of Teaching in Physical Education, 35 (4), pp.349-357.en
dc.identifier.issn0273-5024-
dc.identifier.doi10.1123/jtpe.2016-0089-
dc.identifier.urihttp://hdl.handle.net/10547/621931-
dc.description.abstractThe Tactical Games Model (TGM) prefaces the cognitive components of physical education (PE), which has implications for physical activity (PA) accumulation. PA recommendations suggest students reach 50% moderate-vigorous physical activity (MVPA). However, this criterion does not indicate the contribution from vigorous physical activity (VPA). Consequently, this study investigated: a) the effects of TGM delivery on MVPA/VPA and, b) gender/school level differences. Participants were 78 seventh and 96 fourth/fifth grade coeducational PE students from two different schools. Two teachers taught 24 (middle) and 30 (elementary) level one TGM basketball lessons. Students wore Actigraph GT3× triaxial accelerometers. Data were analyzed using four one-way ANOVAs. Middle school boys had significantly higher MVPA/VPA (34.04/22.37%) than girls (25.14/15.47%). Elementary school boys had significantly higher MVPA/VPA (29.73/18.33%) than girls (23.03/14.33%). While TGM lessons provide a context where students can accumulate VPA consistent with national PA recommendations, teachers need to modify lesson activities to enable equitable PA participation.en
dc.language.isoenen
dc.publisherHuman Kinetics Publishers Inc.en
dc.relation.urlhttp://journals.humankinetics.com/doi/abs/10.1123/jtpe.2016-0089en
dc.rightsBlue - can archive post-print (ie final draft post-refereeing) or publisher's version/PDF-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectaccelerometersen
dc.subjectmodels-based practiceen
dc.subjectphysical activityen
dc.subjectC600 Sports Scienceen
dc.subjectbasketballen
dc.subjecttactical gamesen
dc.subjecttactical games modelen
dc.titleGender and school-level differences in students' moderate and vigorous physical activity levels when taught basketball through the tactical games modelen
dc.typeArticleen
dc.contributor.departmentWest Virginia Universityen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of Teaching in Physical Educationen
dc.date.updated2017-01-09T11:59:49Z-
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