Physical activity levels and motivational responses of boys and girls

Abstract

The purpose of this study was to independently determine the levels of moderate-to-vigorous physical activity (MVPA) and self-determined motivation of both boys and girls as they participated in prolonged units of invasion games (i.e. 6–12 lessons) through two pedagogical models: direct instruction and the tactical games model (TGM). It was hypothesized that given the differences in domain interaction and lesson structure, both boys and girls would gain higher levels of physical activity (PA) and possess higher quality motivation during TGM-based lessons when compared to direct instruction lessons. Seventy-two children aged 11–12 years (42 boys, 30 girls) were randomly assigned to either a control or intervention group (TGM). Children wore RT3® triaxial accelerometers over a 12 week period to objectively measure time spent in MVPA. The System for Observing Fitness Instruction Time (SOFIT) tool was completed during each lesson to additionally assess lesson context information and teacher behaviour. SDT questionnaires were also completed, pre and post-intervention. Boys in the TGM condition displayed significantly higher levels of MVPA in both rugby and football activities in comparison to the control group although no significant differences in motivation were noted post-intervention. While girls in the TGM condition recorded comparable PA levels in the football sessions, they recorded significantly lower PA activity levels in the netball lessons. There were no significant differences in girls’ motivation post-intervention. It is recommended that future studies build on this research by continuing to examine PA and the quality of student motivation while using GCAs over prolonged unit lengths (i.e. greater than 12 lessons) using structural equation modelling techniques to assess the relationships between, and mediating influences of, SDT constructs on PA levels.

Can We Motivate Students to Practice Physical Activities and Sports Through Models-Based Practice? A Systematic Review and Meta-Analysis of Psychosocial Factors Related to Physical Education

“…Gray et al (2009) showed that the implementation of the TIG, in contrast to the traditional approaches, increases the opportunities to play the game, and consequently, improves the students' decision-making intelligence. Similarly, Smith et al (2014) observed an increase in the amount of moderate-tovigorous physical activity among TGM students in contrast to DI students. However, when these results are divided by gender, discrepancies are observed: female TGM students do not meet the 50% of physical activity level recommended for PE sessions (Hartwig et al, 2019).…”

“…Videorecording sessions and BEST (Sharpe and Koperwas, 1999) Teaching behavior related to motivational climate TEGQ (Papaioannou et al, 2007) Motivational climate students' perception Smith et al (2014) PE−2 groups. Trad.…”

Experience as a Determinant of Declarative and Procedural Knowledge in School Football

“…On the other hand, in the DI method, the students participate in technical components or drills. The teacher gives direct information to the students including prescriptive feedback, and they execute according to the guidelines given [9,10]. The TGA method is more successful than the DI method because it bases its learning on small-sided games.…”

A Comparison of the Tactical Game Approach and the Direct Teaching Models in the Teaching of Handball: Cognitive – Psychomotor Field and Game Performance

“…In the study made by Chatzipanteli et al (2016), as a result of the first test and final test assessments on the increase in the metacognitive behavior of students for the Tactical Game Approach in the volleyball branch of learning, they stated that the metacognitive behavior increased at the level of 22.53% with the Tactical Game Approach model. In the study made by Smith et al (2015) to compare the Direct Learning Model and the Tactical Game Model for determining the physical activity levels and motivational reactions of females and males in physical education courses (6-12 weeks), they stated that from the aspect of motivation there was an insignificant difference for males and females in both groups and from the aspect of the level of physical activity, there was a significant difference between the first test -final test in females in the Tactical Game Group.…”

“…The process of implementation of a teaching technique in a class environment can be composed in very different structures according to different subject fields and different class levels (Aelterman et al, 2013). In general, the direct teaching model implemented in physical education courses is structured in the manner of showing examples with the control of the teacher, step-by-step advancement, using visual elements and presenting feedback (Smith et al, 2015). While a limited opportunity is given within the class for students to make decisions, most of the time, the responsibility is given only to follow the instructions of the teacher (Roberts & Fairclough, 2011).…”