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    Physical activity levels and motivational responses of boys and girls: a comparison of direct instruction and tactical games models of games teaching in physical education

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    Authors
    Smith, Lindsey Rachel
    Harvey, Stephen
    Savory, Louise A.
    Fairclough, Stuart J.
    Kozub, Stephen A.
    Kerr, Catherine J.
    Issue Date
    2014-10-21
    Subjects
    physical education
    student motivation
    tactical games model
    direct instruction
    physical activity
    
    Metadata
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    Abstract
    The purpose of this study was to independently determine the levels of moderate-to-vigorous physical activity (MVPA) and self-determined motivation of both boys and girls as they participated in prolonged units of invasion games (i.e. 6–12 lessons) through two pedagogical models: direct instruction and the tactical games model (TGM). It was hypothesized that given the differences in domain interaction and lesson structure, both boys and girls would gain higher levels of physical activity (PA) and possess higher quality motivation during TGM-based lessons when compared to direct instruction lessons. Seventy-two children aged 11–12 years (42 boys, 30 girls) were randomly assigned to either a control or intervention group (TGM). Children wore RT3® triaxial accelerometers over a 12 week period to objectively measure time spent in MVPA. The System for Observing Fitness Instruction Time (SOFIT) tool was completed during each lesson to additionally assess lesson context information and teacher behaviour. SDT questionnaires were also completed, pre and post-intervention. Boys in the TGM condition displayed significantly higher levels of MVPA in both rugby and football activities in comparison to the control group although no significant differences in motivation were noted post-intervention. While girls in the TGM condition recorded comparable PA levels in the football sessions, they recorded significantly lower PA activity levels in the netball lessons. There were no significant differences in girls’ motivation post-intervention. It is recommended that future studies build on this research by continuing to examine PA and the quality of student motivation while using GCAs over prolonged unit lengths (i.e. greater than 12 lessons) using structural equation modelling techniques to assess the relationships between, and mediating influences of, SDT constructs on PA levels.
    Citation
    Smith L., Harvey S., Savory L., Fairclough S., Kozub S., Kerr C. (2015) 'Physical activity levels and motivational responses of boys and girls: a comparison of direct instruction and tactical games models of games teaching in physical education', European Physical Education Review, 21 (1), pp.93-113.
    Publisher
    SAGE Publications Ltd
    Journal
    European Physical Education Review
    URI
    http://hdl.handle.net/10547/622195
    DOI
    10.1177/1356336X14555293
    Additional Links
    http://journals.sagepub.com/doi/abs/10.1177/1356336X14555293
    Type
    Article
    Language
    en
    ISSN
    1356-336X
    ae974a485f413a2113503eed53cd6c53
    10.1177/1356336X14555293
    Scopus Count
    Collections
    Sport and physical activity

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