EFFECTS OF A TEACHING GAMES FOR UNDERSTANDING PROGRAM ON PRIMARY SCHOOL STUDENTS' PHYSICAL ACTIVITY PATTERNS

Authors

  • Aspasia Dania School of Physical Education and Sport Science, National and Kapodistrian University of Athens, 41 Ethnikis Antistasis, 17237, Dafni, Athens, Greece
  • Irene Kossyva School of Physical Education and Sport Science, National and Kapodistrian University of Athens, 41 Ethnikis Antistasis, 17237, Dafni, Athens, Greece
  • Katerina Zounhia School of Physical Education and Sport Science, National and Kapodistrian University of Athens, 41 Ethnikis Antistasis, 17237, Dafni, Athens, Greece

DOI:

https://doi.org/10.46827/ejpe.v0i0.592

Keywords:

Teaching Games for Understanding (TGfU), System for Observing Fitness Instruction Time (SOFIT), Physical Activity, Physical Education

Abstract

The promotion of regular exercise and the adoption of lifelong activity habits is undoubtedly one of the primary goals of school Physical Education (PE). To this direction, game-based PE teaching approaches are utilized by practitioners as a means for both launching students’ in-class Physical Activity (PA) levels and promoting wider-base curriculum learning outcomes. As an approach of this kind, the Teaching Games for Understanding (TGfU) model is widely used as a game-based approach aiming at developing students’ tactical skills and knowledge. Up to nowadays, only a limited amount of research has tested the impact of TGfU on students’ PA levels during PE instruction time. Therefore, the aim of the present research was to evaluate the effects of a TGfU intervention program on primary school students’ patterns of PA. Sixteen third and fourth grade students (mean age=9.2 years, SD 0.7) from two public schools in Athens, Greece, participated in a TGfU intervention program, that took place during their regularly planned PE classes. Students’ PA levels were assessed at baseline and six-weeks follow-up, within a 10-minute four vs four handball game. PA measures were obtained both quantitatively by using pedometers (steps per minute) and qualitatively through direct observation with the System for Observing Fitness Instruction Time (SOFIT). The comparison of students’ pre-and-post measures showed that although students’ movement intensity was higher at the end of the intervention, their PA behaviors did not differ significantly between the two time points. These findings were attributed both to the development of students’ game skills and competence and the short duration of the evaluation period. Results suggest that judgments about the health-related usefulness of the TGfU model should be based on multiple-source and long-duration assessment procedures.  

 

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Author Biographies

  • Aspasia Dania, School of Physical Education and Sport Science, National and Kapodistrian University of Athens, 41 Ethnikis Antistasis, 17237, Dafni, Athens, Greece
    Aspasia Dania is a teaching and research fellow at the Laboratory of Sport Pedagogy of the School of Physical Education and Sport Science, University of Athens, Greece, where she received her Master degree in 2009 and her Doctoral degree in 2013. Her research interests and publications focus on teaching methods and instructional design, as well as on model-based practice and teacher professional development within the fields of physical education, sport and dance pedagogy
  • Irene Kossyva, School of Physical Education and Sport Science, National and Kapodistrian University of Athens, 41 Ethnikis Antistasis, 17237, Dafni, Athens, Greece

    Irene Kossyva holds a PhD in Physical Education and is currently working as a Member of the Laboratory Teaching Staff of the School of Physical Education and Sport Science of the University of Athens. Her research interests focus on Physical Education and lifelong physical activity, physical activity, health and motor competency of preschool and school aged children.

  • Katerina Zounhia, School of Physical Education and Sport Science, National and Kapodistrian University of Athens, 41 Ethnikis Antistasis, 17237, Dafni, Athens, Greece

    Zounhia Katerina is a Professor of Sport Pedagogy at the School of Physical Education and Sport Science, University of Athens, Greece. Her research interests and publications focus on Physical education teacher education, professional development of physical education teachers, effective teaching in physical education, children’s participation levels in physical activity. She holds 77 publications in scientific journals and conference proceedings and has published two books.

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Published

2017-03-17

Issue

Vol 3, No 2 (2017)

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