The Impact of Different Pedagogical Models on Moderate-to-Vigorous Physical Activity in Physical Education Classes
The aims of this study were twofold: (i) to examine differences in physical activity (PA) variables regarding the length of Physical Education (PE) lessons (45 vs. 90 min) and teaching methodology (Teaching Games for Understanding (TGfU) or hybrid TGfU-sports education (SE)); and (ii) to estimate th...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-11-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/9/12/1790 |
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| author | Élvio Rúbio Gouveia Jorge Lizandra Diogo V. Martinho Cíntia França Andreas Ihle Hugo Sarmento Hélio Antunes Ana Luísa Correia Helder Lopes Adilson Marques |
| author_facet | Élvio Rúbio Gouveia Jorge Lizandra Diogo V. Martinho Cíntia França Andreas Ihle Hugo Sarmento Hélio Antunes Ana Luísa Correia Helder Lopes Adilson Marques |
| author_sort | Élvio Rúbio Gouveia |
| collection | DOAJ |
| description | The aims of this study were twofold: (i) to examine differences in physical activity (PA) variables regarding the length of Physical Education (PE) lessons (45 vs. 90 min) and teaching methodology (Teaching Games for Understanding (TGfU) or hybrid TGfU-sports education (SE)); and (ii) to estimate the percentage of time spent in moderate-to-vigorous (MV) PA assessed via an accelerometer based on total step count, BMI, age, and sex, considering the pedagogical models and the class length. This study was carried out in three classes of invasion games in PE. Two classes were taught based on TGfU (44 students, 18 males, 12.6 ± 0.55), and one was taught based on a hybrid TGfU-SE (17 students, 9 males, 13.7 ± 0.90). The same students were assessed twice, first in a 45 min class and then in a 90 min class. The students’ MVPA was assessed using the Actigraph GT3X Activity Monitor. The results revealed significant differences in PA intensity regarding the length of the PE lesson (45 vs. 90 min) and the teaching methodology. The 45 min classes using TGfU were more intense and had less sedentary time than the 90 min classes. When using a hybrid TGfU-SE, the 90 min classes had higher intensities than the 45 min classes. Generally, when comparing the two types of pedagogical intervention, the TGfU model provided more active lessons and less sedentary time in class than a hybrid TGfU-SE. The TGfU model is more profitable for increasing MVPA in class. Due to the issues related to the organization and management of sports practice in class, several recommendations for maximizing MVPA in a hybrid TGfU-SE class must be considered. |
| first_indexed | 2024-03-09T17:12:53Z |
| format | Article |
| id | doaj.art-f220a30eaf194ef2ab0cb360c7852c1f |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-09T17:12:53Z |
| publishDate | 2022-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-f220a30eaf194ef2ab0cb360c7852c1f2023-11-24T13:59:50ZengMDPI AGChildren2227-90672022-11-01912179010.3390/children9121790The Impact of Different Pedagogical Models on Moderate-to-Vigorous Physical Activity in Physical Education ClassesÉlvio Rúbio Gouveia0Jorge Lizandra1Diogo V. Martinho2Cíntia França3Andreas Ihle4Hugo Sarmento5Hélio Antunes6Ana Luísa Correia7Helder Lopes8Adilson Marques9Department of Physical Education and Sport, University of Madeira, 9020-105 Funchal, PortugalDepartment of Teaching of Physical Education, Artistic and Music of the University of Valencia, 46022 Valencia, SpainUniversity of Coimbra, Research Unit for Sport and Physical Activity (CIDAF), Faculty of Sport Sciences and Physical Education, 3004-504 Coimbra, PortugalDepartment of Physical Education and Sport, University of Madeira, 9020-105 Funchal, PortugalCenter for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, 1205 Geneva, SwitzerlandUniversity of Coimbra, Research Unit for Sport and Physical Activity (CIDAF), Faculty of Sport Sciences and Physical Education, 3004-504 Coimbra, PortugalDepartment of Physical Education and Sport, University of Madeira, 9020-105 Funchal, PortugalDepartment of Physical Education and Sport, University of Madeira, 9020-105 Funchal, PortugalDepartment of Physical Education and Sport, University of Madeira, 9020-105 Funchal, PortugalInterdisciplinary Centre for the Study of Human Performance (CIPER), Faculty of Human Kinetics, University of Lisbon, 1495-751 Lisbon, PortugalThe aims of this study were twofold: (i) to examine differences in physical activity (PA) variables regarding the length of Physical Education (PE) lessons (45 vs. 90 min) and teaching methodology (Teaching Games for Understanding (TGfU) or hybrid TGfU-sports education (SE)); and (ii) to estimate the percentage of time spent in moderate-to-vigorous (MV) PA assessed via an accelerometer based on total step count, BMI, age, and sex, considering the pedagogical models and the class length. This study was carried out in three classes of invasion games in PE. Two classes were taught based on TGfU (44 students, 18 males, 12.6 ± 0.55), and one was taught based on a hybrid TGfU-SE (17 students, 9 males, 13.7 ± 0.90). The same students were assessed twice, first in a 45 min class and then in a 90 min class. The students’ MVPA was assessed using the Actigraph GT3X Activity Monitor. The results revealed significant differences in PA intensity regarding the length of the PE lesson (45 vs. 90 min) and the teaching methodology. The 45 min classes using TGfU were more intense and had less sedentary time than the 90 min classes. When using a hybrid TGfU-SE, the 90 min classes had higher intensities than the 45 min classes. Generally, when comparing the two types of pedagogical intervention, the TGfU model provided more active lessons and less sedentary time in class than a hybrid TGfU-SE. The TGfU model is more profitable for increasing MVPA in class. Due to the issues related to the organization and management of sports practice in class, several recommendations for maximizing MVPA in a hybrid TGfU-SE class must be considered.https://www.mdpi.com/2227-9067/9/12/1790teaching games for understandingsport education modelinstruction modelphysical activityphysical education |
| spellingShingle | Élvio Rúbio Gouveia Jorge Lizandra Diogo V. Martinho Cíntia França Andreas Ihle Hugo Sarmento Hélio Antunes Ana Luísa Correia Helder Lopes Adilson Marques The Impact of Different Pedagogical Models on Moderate-to-Vigorous Physical Activity in Physical Education Classes Children teaching games for understanding sport education model instruction model physical activity physical education |
| title | The Impact of Different Pedagogical Models on Moderate-to-Vigorous Physical Activity in Physical Education Classes |
| title_full | The Impact of Different Pedagogical Models on Moderate-to-Vigorous Physical Activity in Physical Education Classes |
| title_fullStr | The Impact of Different Pedagogical Models on Moderate-to-Vigorous Physical Activity in Physical Education Classes |
| title_full_unstemmed | The Impact of Different Pedagogical Models on Moderate-to-Vigorous Physical Activity in Physical Education Classes |
| title_short | The Impact of Different Pedagogical Models on Moderate-to-Vigorous Physical Activity in Physical Education Classes |
| title_sort | impact of different pedagogical models on moderate to vigorous physical activity in physical education classes |
| topic | teaching games for understanding sport education model instruction model physical activity physical education |
| url | https://www.mdpi.com/2227-9067/9/12/1790 |
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