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Many have examined game-based instructional models, though few have examined the effects of the Tactical Games Model (TGM) on secondary-aged students. Therefore, this study examined the effects TGM has on secondary students’ physical activity (PA) and gameplay performance (GPP) in three secondary schools. Physical education teachers (N = 3) were trained extensively on the TGM; they then implemented 10 TGM lessons derived from the Tactical Games Approach textbook (Mitchell, Oslin, M = 60.7, SD = 17.5) and Teacher 2 (football; M = 55.8, SD = 20.0); Teacher 3 (handball) was not significantly different (M = 55.2, SD = 20.0). An independent t test examined step counts between gender, and repeated measures t tests examined GPP pre- and posttest scores. Secondary-aged females averaged significantly higher steps (M = 61.3, SD = 14.1) than secondary-aged males (M = 51.6, SD = 11.1). All GPP pre- and postmeasures were significantly different (p < 0.01) and indicated a significant improvement in GPP. TGM generated positive physical effects on secondary students. Although students were slightly missing the recommended 50% of class time in moderate to vigorous PA, the quality of moderate to vigorous PA or physical education learning indices should be considered. Subscribe to TPE
Hodges et al. (Mon,) studied this question.