TY - JOUR
T1 - Gender and school-level differences in students' moderate and vigorous physical activity levels when taught basketball through the tactical games model
AU - Harvey, Stephen
AU - Smith, Megan L.
AU - Song, Yang
AU - Robertson, David
AU - Brown, Renee
AU - Smith, Lindsey R.
N1 - Publisher Copyright:
© 2016 Human Kinetics, Inc.
PY - 2016
Y1 - 2016
N2 - 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.
AB - 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.
KW - Accelerometers
KW - Models-based practice
KW - Physical activity
UR - http://www.scopus.com/inward/record.url?scp=85000645645&partnerID=8YFLogxK
U2 - 10.1123/jtpe.2016-0089
DO - 10.1123/jtpe.2016-0089
M3 - Article
AN - SCOPUS:85000645645
SN - 0273-5024
VL - 35
SP - 349
EP - 357
JO - Journal of Teaching in Physical Education
JF - Journal of Teaching in Physical Education
IS - 4
ER -