Andrew Miller1, Erin M Christensen2, Narelle Eather3, John Sproule4, Laura Annis-Brown5, David Revalds Lubans6. 1. School of Education, University of Newcastle, Newcastle, Australia. Electronic address: Andrew.miller@newcastle.edu.au. 2. School of Education, University of Newcastle, Newcastle, Australia. Electronic address: Erin.m.christensen@newcastle.edu.au. 3. School of Education, University of Newcastle, Newcastle, Australia. Electronic address: Narelle.eather@newcastle.edu.au. 4. PE & Health Science, University of Edinburgh, Edinburgh, United Kingdom. Electronic address: jsproule@staffmail.ed.ac.uk. 5. School of Education, University of Newcastle, Newcastle, Australia. Electronic address: Laura.Annis-Brown@uon.edu.au. 6. School of Education, University of Newcastle, Newcastle, Australia. Electronic address: David.Lubans@newcastle.edu.au.
Abstract
OBJECTIVE: To evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence. METHODS: A cluster-randomized controlled trial involving one year six class each from seven primary schools (n=168; mean age=11.2 years, SD=1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n=97 students) or the7-week wait-list control (n=71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children). RESULTS: Linear mixed models revealed significant group-by-time intervention effects (all p<0.05) for object control competency (effect size: d=0.9), and in-class pedometer steps/min (d=1.0). No significant intervention effects (p>0.05) were observed for perceived sporting competence. CONCLUSIONS: The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students.
RCT Entities:
OBJECTIVE: To evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence. METHODS: A cluster-randomized controlled trial involving one year six class each from seven primary schools (n=168; mean age=11.2 years, SD=1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n=97 students) or the 7-week wait-list control (n=71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children). RESULTS: Linear mixed models revealed significant group-by-time intervention effects (all p<0.05) for object control competency (effect size: d=0.9), and in-class pedometer steps/min (d=1.0). No significant intervention effects (p>0.05) were observed for perceived sporting competence. CONCLUSIONS: The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students.
Authors: Lisa M Barnett; E Kipling Webster; Ryan M Hulteen; An De Meester; Nadia C Valentini; Matthieu Lenoir; Caterina Pesce; Nancy Getchell; Vitor P Lopes; Leah E Robinson; Ali Brian; Luis P Rodrigues Journal: Sports Med Date: 2021-08-31 Impact factor: 11.928
Authors: Matteo Crotti; James Rudd; Simon Roberts; Katie Fitton Davies; Laura O'Callaghan; Till Utesch; Lawrence Foweather Journal: PLoS One Date: 2022-08-01 Impact factor: 3.752