Validation of Modified SOFIT+: Relating Physical Activity Promoting Practices in Physical Education to Moderate-to-vigorous Physical Activity in 5–6 Year Old Children

Crotti, Matteo; Rudd, James; Weaver, Glenn; Roberts, Simon J.; O’Callaghan, Laura; Davies, Katie Fitton; Foweather, Lawrence

doi:10.1080/1091367x.2021.1901714

Cited by 4 publications

(8 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The mean and standard deviation concerning teaching practices divided by group can be found in Table 3 . Furthermore, Table 3 indicates whether the teacher practice was theorised to foster or to hinder children’s engagement in MVPA during PE [ 70 , 80 , 81 ]. SOFIT+ teaching practice variables comprising Free play , Girls Only activity , PA as Punishment and Retrieving equipment from multiple access points were never observed during the PE lessons ( Table 3 ), while Withholding PA and Large Sided Activity teaching practices were only observed in 3 and 6 lessons, respectively.…”

Section: Resultsmentioning

confidence: 99%

“…This is likely due to these approaches not being focused on increasing MVPA engagement suggesting that this aspect could be improved in future interventions. Nevertheless, taking all the above findings together, the results suggest that Linear and Nonlinear pedagogical interventions both improve time allocated to movement competence practice but would need to adopt more PA promoting teaching practices to increase children’s MVPA in PE [ 70 , 80 , 81 ].…”

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…Each SOFIT+ scan lasts 40 seconds divided in two 20 seconds phases each one comprising 10 seconds of observation and 10 seconds of recording [ 70 ]. During the phase 1 of SOFIT+, Lesson Context and Activity Context teaching practices are assessed while during phase 2 Teacher Behaviours and Activity Management are assessed [ 70 ].…”

Section: Methodsmentioning

confidence: 99%

“…PE video-recordings were analysed by one researcher using the modified version of the System for Observing Fitness Instruction Time to measure teacher practices related with PA (SOFIT +) [70]. SOFIT+ is a valid and reliable observation tool designed to classify multiple teaching practices related with children's PA during PE [70]. The teaching practices within the SOFIT + are divided in 4 categories comprising Lesson Context, Activity Context, Teacher Behaviours and Activity Management and more information about the definition of each teaching practice can be found in S3 Table . Each SOFIT+ scan lasts 40 seconds divided in two 20 seconds phases each one comprising 10 seconds of observation and 10 seconds of recording [70].…”

Section: Teaching Practices Related With Physical Activity: Sofit+mentioning

confidence: 99%

See 4 more Smart Citations

Physical activity promoting teaching practices and children’s physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE)

et al. 2022

Self Cite

View full text Add to dashboard Cite

Purpose Movement competence is a key outcome for primary physical education (PE) curricula. As movement development in children emerges through physical activity (PA), it is important to determine the extent of PA promotion within movement competence focused teaching pedagogies. Therefore, this study aimed to assess children’s moderate-to-vigorous PA (MVPA) and related teaching practices in primary PE within Linear pedagogy and Nonlinear pedagogy and to compare this to current practice within PE delivery in primary schools. Methods Participants (n = 162, 53% females, 5-6y) were recruited from 9 primary schools within the SAMPLE-PE cluster randomised controlled trial. Schools were randomly-allocated to one of three conditions: Linear pedagogy, Nonlinear pedagogy, or control. Nonlinear and Linear pedagogy intervention schools received a PE curriculum delivered by trained deliverers over 15 weeks, while control schools followed usual practice. Children’s MVPA was measured during 3 PE lessons (44 PE lessons in total) using an ActiGraph GT9X accelerometer worn on their non-dominant wrist. Differences between conditions for children’s MVPA were analysed using multilevel model analysis. Negative binomial models were used to analyse teaching practices data. Results No differences were found between Linear pedagogy, Nonlinear pedagogy and the control group for children’s MVPA levels during PE. Linear and Nonlinear interventions generally included higher percentages of MVPA promoting teaching practices (e.g., Motor Content) and lower MVPA reducing teaching practices (e.g., Management), compared to the control group. Teaching practices observed in Linear and Nonlinear interventions were in line with the respective pedagogical principles. Conclusions Linear and Nonlinear pedagogical approaches in PE do not negatively impact MVPA compared to usual practice. Nevertheless, practitioners may need to refine these pedagogical approaches to improve MVPA alongside movement competence.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Teaching Practices Related With Physical Activity: Sofit+mentioning

confidence: 99%

See 3 more Smart Citations

Physical activity promoting teaching practices and children’s physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE)

et al. 2022

Self Cite

View full text Add to dashboard Cite

show abstract

Measurement in Physical Education and Exercise Science (MPEES): A Summary of MPEES-related Activities in 2021

Myers

Lee

Chun

et al. 2022

Measurement in Physical Education and Exercise Science

View full text Add to dashboard Cite

Effects of Structured and Unstructured Physical Activity on Gross Motor Skills in Preschool Students to Promote Sustainability in the Physical Education Classroom

et al. 2023

View full text Add to dashboard Cite

Basic motor skills are the basis for the formation and execution of movements that will be utilized throughout an individual’s lifetime, thus promoting their involvement and continued participation in physical activity. (1) Background: This study aimed to assess the impact of a physical education program, based on a model of structured and unstructured physical activity, on the motor development of kindergarten students at a private school for girls in Con Con, Chile. (2) Methods: Thirty-four female students were divided into two groups, one participated in structured physical activity and the other in unstructured physical activity, and both groups then underwent a 12-week intervention. The Test of Gross Motor Development-2 (TGMD-2) was utilized to evaluate motor behaviors, and the data were analyzed using descriptive statistics and relative frequencies. The Wilcoxon test was used to compare differences at the beginning and end of the intervention, while the Whitney–Mann U test was used to determine differences between groups. (3) Results: Statistically significant differences were observed in the overall group when comparing the start and end of the intervention for total motor development (p = 0.001), locomotion skills (p = 0.018), and object control (p = 0.001). However, no significant differences were found between the two types of intervention activities. (4) Conclusions: This study suggests that both structured and unstructured physical activity interventions enhance overall motor development, particularly in the dimensions of locomotion and object control. The results indicate that unstructured physical activity interventions may lead to better outcomes in motor development tests compared to structured interventions.

show abstract

Validation of Modified SOFIT+: Relating Physical Activity Promoting Practices in Physical Education to Moderate-to-vigorous Physical Activity in 5–6 Year Old Children

Cited by 4 publications

References 47 publications

Physical activity promoting teaching practices and children’s physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE)

Physical activity promoting teaching practices and children’s physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE)

Measurement in Physical Education and Exercise Science (MPEES): A Summary of MPEES-related Activities in 2021

Effects of Structured and Unstructured Physical Activity on Gross Motor Skills in Preschool Students to Promote Sustainability in the Physical Education Classroom

Contact Info

Product

Resources

About