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Which Instructional Models Influence More on Perceived Exertion, Affective Valence, Physical Activity Level, and Class Time in Physical Education?
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Rodríguez-Negro, Josune; Yanci, Javier – Educational Psychology, 2020
The aim of this study was to examine the effects of two different instructional models (i.e. direct instructional model (DIM) and tactical games model (TGM)) with primary education students. Perceived exertion, affective valence, physical activity (PA) level, instruction time, active learning time, and relation of instruction/active learning time…
Descriptors: Teaching Methods, Physical Education, Games, Physical Activity Level
Autonomy Support, Motivational Climate, Enjoyment and Perceived Competence in Physical Education: Impact of a Hybrid Teaching Games for Understanding/Sport Education Unit
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Gil-Arias, Alexander; Claver, Fernando; Práxedes, Alba; Villar, Fernando Del; Harvey, Stephen – European Physical Education Review, 2020
The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was…
Descriptors: Physical Education, Teaching Methods, Games, Athletics
Physical Activity Levels, Game Performance and Friendship Goals Using Two Different Pedagogical Models: Sport Education and Direct Instruction
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Rocamora, Irene; González-Víllora, Sixto; Fernández-Río, Javier; Arias-Palencia, Natalia María – Physical Education and Sport Pedagogy, 2019
Background: Advances in technology have changed children's lifestyle so much that the majority of them do not meet the recommended 60 min of moderate to vigorous physical activity every day. Compulsory Physical Education has been highlighted as an ideal context to achieve the suggested physical activity (PA) goals, since it could be the only place…
Descriptors: Physical Activity Level, Physical Activities, Games, Performance
Investigation of Pupils' Levels of MVPA and VPA during Physical Education Units Focused on Direct Instruction and Tactical Games Models
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Harvey, Stephen; Smith, Lindsey; Fairclough, Stuart; Savory, Louise; Kerr, Catherine – Physical Educator, 2015
We investigated the moderate to vigorous physical activity (MVPA) and vigorous physical activity (VPA) levels of pupils during coeducational physical education units focused on direct instruction and tactical games models (TGM). Thirty-two children (11-12 years, 17 girls) were randomly assigned to either a direct instruction (control) or TGM…
Descriptors: Physical Activity Level, Physical Education, Units of Study, Direct Instruction
Physical Activity Levels and Motivational Responses of Boys and Girls: A Comparison of Direct Instruction and Tactical Games Models of Games Teaching in Physical Education
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Smith, Lindsey; Harvey, Stephen; Savory, Louise; Fairclough, Stuart; Kozub, Stephen; Kerr, Catherine – European Physical Education Review, 2015
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…
Descriptors: Physical Activity Level, Gender Differences, Direct Instruction, Teaching Methods