Fair Play Game: a group contingency strategy to increase students' active behaviours in physical education

Effects of “Fair Play Game” Strategy on Moderate to Vigorous Physical Activity in Physical Education

“…Effect of group contingency strategy on physical education 3 More recently, two studies showed positive effects of the implementation of 'Fair Play Game' (Vidoni, Azevedo & Eberline, 2012;Vidoni, Lee & Azevedo, 2014) on middle school students' active behaviors in PE lessons, measured by heart rate monitors and pedometers, respectively. However, despite the 'Fair Play Game' strategy showing positive results in American middle to high socio-economic class students, there is still a need to examine its effectiveness in a more undeserved community, where lower levels of physical activity are evident (Brodersen et ., 2007;Stalsberg & Pedersen, 2010).…”

“…Although the lesson content was chosen by the teacher, the option of soccer was appropriate for this intervention, due to it being an 'invasion game'. Previous 'Fair Play Game' studies Vidoni et al, 2014) were also conducted using invasion games (e.g. basketball and handball) as a unit of instruction.…”

Does the Fair Play Game teaching strategy improve behaviors in physical education?

“…This strategy gives teachers the flexibility to choose behaviors or skills they think are important to be changed or improved, and to be monitored. Vidoni, Lee, and Azevedo (2013) investigated whether this teaching strategy had any effect on sixth-grade physical education students' number of steps during a 17-lesson team handball unit. They also investigated whether the Fair Play Game was an acceptable teaching strategy for the participating teacher and students.…”

Fair play i kroppsøving – styringsreiskap eller danning?

“…Denne tilbaketrekkinga er sentral hos Vidoni og Ulman (2012), der «fair-play-games» blir nytta for å fremje sosiale ferdigheiter i kroppsøving: «it can encourage students' positive social interactions, reduce inappropriate behaviors, and require students to develop self-monitoring skills» (s. 30). Vidoni er med på fleire publiseringar der fair play gjennomgåande blir kopla mot sosiale ferdigheiter i form av samspel og støttande oppførsel i kroppsøving (Vidoni & Ward, 2006Vidoni, Lee & Azevedo, 2014). Når Miura (2015) omtalar fair play i kroppsøving, er han oppteken av det bakanforliggande for at elevane skal forstå og vidareutvikle kunnskapen til nye område.…”

“…Omtalen av undervisninga legg stor vekt på korleis elevane oppfører seg mot kvarandre og at dei klarer å innordne seg gjeldande reglar. Fair play blir såleis rekonstruert opp mot sosiale ferdigheiter framfor faglege, noko som samsvarar med anna kroppsøvingsforsking (Vidoni et al, 2014;Vidoni & Ulman, 2012;Vidoni & Ward, 2006. Beskrivinga av praksis er meiningsfull ut frå formålet i laereplan for kroppsøving (Utdanningsdirektoratet, 2015), men som altså Kvikstad og Sandell (2016) ser som eit noko einsidig fokus.…”