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Pedagogical Models: Can They Make a Difference to Girls' In-Class Physical Activity?

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Title: Pedagogical Models: Can They Make a Difference to Girls' In-Class Physical Activity?
Language: English
Authors: Oliveros, María, Fernandez-Rio, Javier (ORCID 0000-0002-1368-3723)
Source: Health Education Journal. Dec 2022 81(8):913-925.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Adolescents, Females, High School Students, Physical Activity Level, Class Activities, Student Role, Instructional Program Divisions, Males, Physical Education, Foreign Countries, Instructional Design
Geographic Terms: Spain
DOI: 10.1177/00178969221128641
ISSN: 0017-8969
1748-8176
Abstract: Background: Research has shown the positive connections between physical activity and health, and physical education has been shown to influence the motivation to participate in physical activities. Student-centred pedagogical models encouraging active learning may be capable of bringing about changes in girls' physical activity. Objective: The aim of the study was to investigate whether a hybrid pedagogical model could make a difference to adolescent girls' in-class physical activity levels. Design, setting and method: Sixty-six students aged 13-17 years participated in the study from two Year 9 and two Year 11 classes in three different high schools. All classes experienced the same 12-session hybrid sports education-tactical games learning unit. To objectively measure students' physical activity, participants wore accelerometers. Results and conclusion: The overall results showed that students spent 39.74% of the class in moderate-to-vigorous physical activity (MVPA), but girls showed statistically significantly lower scores. While in the role of judge/referee (27.34% of the class), students showed significantly higher levels of sedentary physical activity. Finally, year 11 students showed higher MVPA than Year 9 students. In conclusion, hybrid pedagogical models, per se, may not help girls achieve MVPA scores similar to those of boys. Teachers need to identify the barriers and make necessary changes to achieve this goal. Some ideas for doing so are discussed in the paper.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1357981
Database: ERIC
FullText Text:
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  Data: Pedagogical Models: Can They Make a Difference to Girls' In-Class Physical Activity?
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  Data: <searchLink fieldCode="AR" term="%22Oliveros%2C+María%22">Oliveros, María</searchLink><br /><searchLink fieldCode="AR" term="%22Fernandez-Rio%2C+Javier%22">Fernandez-Rio, Javier</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1368-3723">0000-0002-1368-3723</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Health+Education+Journal%22"><i>Health Education Journal</i></searchLink>. Dec 2022 81(8):913-925.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activity+Level%22">Physical Activity Level</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
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  Data: 10.1177/00178969221128641
– Name: ISSN
  Label: ISSN
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  Data: 0017-8969<br />1748-8176
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Research has shown the positive connections between physical activity and health, and physical education has been shown to influence the motivation to participate in physical activities. Student-centred pedagogical models encouraging active learning may be capable of bringing about changes in girls' physical activity. Objective: The aim of the study was to investigate whether a hybrid pedagogical model could make a difference to adolescent girls' in-class physical activity levels. Design, setting and method: Sixty-six students aged 13-17 years participated in the study from two Year 9 and two Year 11 classes in three different high schools. All classes experienced the same 12-session hybrid sports education-tactical games learning unit. To objectively measure students' physical activity, participants wore accelerometers. Results and conclusion: The overall results showed that students spent 39.74% of the class in moderate-to-vigorous physical activity (MVPA), but girls showed statistically significantly lower scores. While in the role of judge/referee (27.34% of the class), students showed significantly higher levels of sedentary physical activity. Finally, year 11 students showed higher MVPA than Year 9 students. In conclusion, hybrid pedagogical models, per se, may not help girls achieve MVPA scores similar to those of boys. Teachers need to identify the barriers and make necessary changes to achieve this goal. Some ideas for doing so are discussed in the paper.
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