Physical Activity Levels in Coed and Same-Sex Physical Education Using the Tactical Games Model

Autor/inn/en	Williams, Skip M.; Hannon, James C.
Titel	Physical Activity Levels in Coed and Same-Sex Physical Education Using the Tactical Games Model
Quelle	In: Physical Educator, 73 (2018) 3, S.525-545 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2160-1682
Schlagwörter	Physical Activity Level; Coeducation; Physical Education; Educational Games; Game Theory; Junior High School Students; Teaching Methods; Teaching Models; Gender Differences; Measurement Equipment; Team Sports; Units of Study; Cohort Analysis; Comparative Analysis; Single Sex Classes; Quasiexperimental Design; Statistical Analysis + Suchen Sie Ihr Suchwort? Koedukation; Körpererziehung; Sportunterricht; Educational game; Lernspiel; Spieltheorie; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Geschlechterkonflikt; Messinstrument; Mannschaftssport; Lerneinheit; Kohortenanalyse; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Statistische Analyse
Abstract	This study compared physical activity levels of junior high school physical education students participating in coeducational and same-sex PE classes that followed the Tactical Games Model. A total of 446 students, aged 11 to 16 years old, enrolled in the seventh to ninth grades from one junior high school participated. Each student participated in four team sport units while wearing an accelerometer. All lessons followed the Tactical Games instructional model. Four three-way between-subjects analyses of variance were conducted as a method of evaluating the effect of gender, class setting, and grade on PE students' PA levels for each sport unit. There was not a significant difference in PA for males by setting or sport unit. During the volleyball, flag football, and soccer unit, there was a nonsignificant difference between female students in the same-sex setting and between female and male students in the coeducational setting for percentage of time spent in MVPA. Results suggest setting does not affect MVPA time of males but does affect that of females depending on sport. Results also suggest that males spend more time in MVPA than females regardless of setting and sport unit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01