Gender and school-level differences in students' moderate and vigorous physical activity levels when taught basketball through the tactical games model
dc.contributor.author | Harvey, Stephen | en |
dc.contributor.author | Smith, Megan L. | en |
dc.contributor.author | Song, Yang | en |
dc.contributor.author | Robertson, David | en |
dc.contributor.author | Brown, Renee | en |
dc.contributor.author | Smith, Lindsey Rachel | en |
dc.date.accessioned | 2017-01-09T13:28:50Z | |
dc.date.available | 2017-01-09T13:28:50Z | |
dc.date.issued | 2016-10-04 | |
dc.identifier.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. | en |
dc.identifier.issn | 0273-5024 | |
dc.identifier.doi | 10.1123/jtpe.2016-0089 | |
dc.identifier.uri | http://hdl.handle.net/10547/621931 | |
dc.description.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. | |
dc.language.iso | en | en |
dc.publisher | Human Kinetics Publishers Inc. | en |
dc.relation.url | http://journals.humankinetics.com/doi/abs/10.1123/jtpe.2016-0089 | en |
dc.rights | Blue - can archive post-print (ie final draft post-refereeing) or publisher's version/PDF | |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | accelerometers | en |
dc.subject | models-based practice | en |
dc.subject | physical activity | en |
dc.subject | C600 Sports Science | en |
dc.subject | basketball | en |
dc.subject | tactical games | en |
dc.subject | tactical games model | en |
dc.title | Gender and school-level differences in students' moderate and vigorous physical activity levels when taught basketball through the tactical games model | en |
dc.type | Article | en |
dc.contributor.department | West Virginia University | en |
dc.contributor.department | University of Bedfordshire | en |
dc.identifier.journal | Journal of Teaching in Physical Education | en |
dc.date.updated | 2017-01-09T11:59:49Z | |
html.description.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. |