Journal
PREVENTIVE MEDICINE
Volume 74, Issue -, Pages 1-8Publisher
ACADEMIC PRESS INC ELSEVIER SCIENCE
DOI: 10.1016/j.ypmed.2015.02.002
Keywords
Pedometer; Primary school; Motor skills; Game centered; Teacher development
Funding
- School of Education, University of Newcastle [G1300596]
Ask authors/readers for more resources
Objective. To evaluate the efficacy of the Professional Leaming for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence. Methods. A cluster-randomized controlled trial involving one year six class each from seven primary schools (n = 168; mean age = 11.2 years, SD = 1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n = 97 students) or the 7-week wait-list control (n = 71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children). Results. Linear mixed models revealed significant group-by-time intervention effects (all p < 0.05) for object control competency (effect size: d = 0.9), and in-class pedometer steps/min (d = 1.0). No significant intervention effects (p > 0.05) were observed for perceived sporting competence. Conclusions. The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students. (C) 2015 Elsevier Inc All rights reserved.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available