Influence of Different Physical Education Pedagogical Approaches on the Health and Development of 5-6 Year Old Children

NCT03551366 | Completed

• 1 other identifier: LiverpoolJMU
• Study Type: interventional
• Target: 361
• Locations: 1 country
• Sites: 1

Brief Summary

The Skill Acquisition Methods underpinning Pedagogy for LEarning in Physical Education (SAMPLE-PE) project aims to investigate the influence of different pedagogical approaches to teaching and learning in physical education (PE) on 5-6 year old children's health and development. Schools from deprived areas are invited to take part in the project and will be randomly assigned to either: (1) linear pedagogy PE curriculum programme, (2) nonlinear pedagogy PE curriculum programme or (3) carry on as normal. The linear and nonlinear pedagogy PE programmes will be underpinned by different and contrasting theories of skill acquisition and are delivered by trained coaches over 15 weeks. Children will be measured to assess their physical, psychological, cognitive, and emotional health and development, and their physical activity levels at the start of the study, immediately after the 15 week PE programme, and again after 12 months. It is expected that children taking part in the linear and nonlinear PE programmes will demonstrate greater physical development than children attending schools that carry on as normal. Furthermore, it is also anticipated that children taking part in the nonlinear PE programme will show greater gains in psychological, cognitive and emotional outcomes than the linear and usual practice programmes.

Conditions

Child; Child Development; Health Behavior; Physical Activity

Keywords

Physical Activity; Physical Education; Children; Pedagogy; Motor Competence; Perceived Motor Competence; Self-perception; Cognition; Fundamental Movement Skills

Outcome Measures

Primary Outcomes (3)

• Change from baseline motor competence level (Locomotor and Object-Control Skills) at 5 and 12 months

  Fundamental motor skill competency in locomotor and object control skills will be assessed using the Test of Gross Motor Development-3 (TGMD-3: Ulrich, 2013; Webster and Ulrich, 2017).

  Baseline (month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)

• Change from baseline stability skill level at 5 and 12 months

  Fundamental motor skill competency in stability category skills will be assessed using the Test of Stability skills (Rudd et al., 2015).

  Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)

• Change from baseline motor creativity level at 5 and 12 months

  Motor creativity will be assessed using the Divergent Movement Ability Assessment (Cleland and Gallahue, 1993)

  Baseline (month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)

Secondary Outcomes (10)

• Change from Baseline Physical Activity at 5 and 12 Months

  Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)

• Change from Baseline Perceived Physical Competence at 5 and 12 Months

  Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)

• Change from Baseline Perceived Movement Skill Competence at 5 and 12 Months

  Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)

• Change from Baseline Motivation at 5 months

  Baseline (Month 0) and after the intervention (approximately 5 months post-baseline)

• Change from Baseline Executive Functions at 5 and 12 Months

  Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)

Study Arms (3)

Control

NO INTERVENTION

Subjects in this group will continue with their usual PE curriculum for 15 weeks.

Linear

EXPERIMENTAL

Subjects in this group will receive a linear PE curriculum for 15 weeks. Linear Pedagogy is underpinned by neuro-computation approach to motor learning such as information processing theory and prescribes that an ideal movement pattern exists for each task and that the teacher's role is to help learners recreate that pattern. Furthermore, theorists have suggested that learning is a gradual, linear process. This linear pedagogy is supported by a teaching and learning approach that includes both prescriptive and repetitive actions, utilising technical demonstrations that provide learners with a 'visual template or criterion model' for the desired skill . As a consequence, a PE pedagogy has developed whereby the teacher's role is to make all the decisions, and the learner's role is to follow their instructions on cue - a teacher-led approach to PE.

Behavioral: Linear

Nonlinear

EXPERIMENTAL

Subjects in this group will receive a nonlinear PE curriculum for 15 weeks. Nonlinear pedagogy is grounded in Ecological Dynamics theory. Ecological dynamics regards learners as complex adaptive systems which afford opportunities for action from their environment and generate movement solutions to satisfy the combination of personal, environmental and task constraints imposed upon them. According to nonlinear pedagogy, the teacher's role is to design learning experiences that create behavioural symmetry between learning and the performance environment. The teacher is a facilitator and manipulates constraints to channel the learner's physical development, while learners are left free to experiment and select the movement solutions that best answer their individual needs. This child-focused, less prescriptive approach may enhance a child's intrinsic motivation by offering freedom to choose, and an emphasis on exploration and problem solving.

Behavioral: Nonlinear

Interventions

Linear BEHAVIORAL

The linear pedagogy arms consists of three, five-week phases of lesson delivery, commencing around two weeks after baseline assessments. The first phase focuses on dance, the second on gymnastics and the final phase on ball sports. Each phase has its own schemes of work which includes five lessons objectives, each taught over a two lesson period. The lesson objectives aligned to the aims of English national curriculum. Lessons are delivered twice a week by trained coaches, with each lesson lasting 60 minutes in total, with 45 minutes of on task teaching time. Linear curriculum lessons will be focused on the functioning of the body and children learning movement patterns. These lessons will be far more prescriptive and have clearly stated outcomes/goals for each lesson, with a typical lesson structure following the structure of warm up, isolated practice of technique or skill, simulated game and warm down.

Linear

Nonlinear BEHAVIORAL

The non-linear pedagogy arm consists of three, five-week phases of lesson delivery, commencing around two weeks after baseline assessments. The first phase focuses on dance, the second on gymnastics and the final phase on ball sports. Each phase has its own schemes of work which includes five lessons objectives, each taught over a two lesson period. The lesson objectives align to the aims of English national curriculum. Lessons are delivered twice a week by trained coaches, with each lesson lasting 60 minutes in total, with 45 minutes of on task teaching time. The nonlinear curriculum lessons will look to make sure that children are both engaged and empowered throughout the learning process. In adherence to representative learning design, we will look to contextualise lessons and guide learning through the use of books/stories, lived experiences and the sharing of ideas.

Nonlinear

Eligibility Criteria

• Age: 5 Years - 6 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Children aged 5-6 years attending Liverpool primary schools.

You may not qualify if:

• From the details given in participant's Child Medical Form, any child diagnosed with health or co-ordination issues that could affect motor competency will be excluded from analyses.

Sponsors & Collaborators

• Liverpool John Moores University: lead
• Universität Münster: collaborator
• University of Strathclyde: collaborator
• University of Otago: collaborator
• Victoria University: collaborator
• Newcastle University: collaborator
• University of Rome Foro Italico: collaborator

Study Sites (1)

Liverpool John Moores University

Liverpool, Merseyside, L178xe, United Kingdom

Location

Related Publications (19)

• Lee MC, Chow JY, Komar J, Tan CW, Button C. Nonlinear pedagogy: an effective approach to cater for individual differences in learning a sports skill. PLoS One. 2014 Aug 20;9(8):e104744. doi: 10.1371/journal.pone.0104744. eCollection 2014.

  PMID: 25140822 BACKGROUND

• Tompsett C, Sanders R, Taylor C, Cobley S. Pedagogical Approaches to and Effects of Fundamental Movement Skill Interventions on Health Outcomes: A Systematic Review. Sports Med. 2017 Sep;47(9):1795-1819. doi: 10.1007/s40279-017-0697-z.

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• Chow JY, Davids K, Button C, Shuttleworth R, Renshaw I, Araujo D. Nonlinear pedagogy: a constraints-led framework for understanding emergence of game play and movement skills. Nonlinear Dynamics Psychol Life Sci. 2006 Jan;10(1):71-103.

  PMID: 16393504 BACKGROUND

• Rudd JR, Barnett LM, Butson ML, Farrow D, Berry J, Polman RC. Fundamental Movement Skills Are More than Run, Throw and Catch: The Role of Stability Skills. PLoS One. 2015 Oct 15;10(10):e0140224. doi: 10.1371/journal.pone.0140224. eCollection 2015.

  PMID: 26468644 BACKGROUND

• Ulrich DA, The test of gross motor development-3 (TGMD-3): Administration, scoring, and international norms. Spor Bilimleri Dergisi 24(2): 27-33, 2013.

  BACKGROUND

• Cleland FE, Gallahue DL. Young children's divergent movement ability. Percept Mot Skills. 1993 Oct;77(2):535-44. doi: 10.2466/pms.1993.77.2.535.

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• Lakes KD. The Response to Challenge Scale (RCS): The Development and Construct Validity of an Observer-Rated Measure of Children's Self-Regulation. Int J Educ Psychol Assess. 2012 Apr;10(1):83-96.

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• Lakes KD. Measuring self-regulation in a physically active context: Psychometric analyses of scores derived from an observer-rated measure of self-regulation. Ment Health Phys Act. 2013 Oct;8(3):189-196. doi: 10.1016/j.mhpa.2013.09.003.

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• Rudd JR, Crotti M, Fitton-Davies K, O'Callaghan L, Bardid F, Utesch T, Roberts S, Boddy LM, Cronin CJ, Knowles Z, Foulkes J, Watson PM, Pesce C, Button C, Lubans DR, Buszard T, Walsh B, Foweather L. Skill Acquisition Methods Fostering Physical Literacy in Early-Physical Education (SAMPLE-PE): Rationale and Study Protocol for a Cluster Randomized Controlled Trial in 5-6-Year-Old Children From Deprived Areas of North West England. Front Psychol. 2020 Jun 17;11:1228. doi: 10.3389/fpsyg.2020.01228. eCollection 2020.

  PMID: 32625143 DERIVED

MeSH Terms

Conditions

Health Behavior; Motor Activity

Condition Hierarchy (Ancestors)

Behavior

Study Officials

• James Rudd, PhD

  Liverpool John Moores

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Senior Lecturer In Physical Education

Model Details: Schools are randomly assigned to either a control (usual practice), linear PE pedagogy or nonlinear PE pedagogy arm. Both linear and nonlinear arms will receive 15 weeks of physical education lessons from trained coaches, whereas the control group will carry on with PE lessons as usual.

Study Record Dates

• First Submitted: May 10, 2018
• First Posted: June 11, 2018
• Study Start: January 4, 2018
• Primary Completion: March 30, 2019
• Study Completion: August 13, 2019
• Last Updated: August 14, 2019

Record last verified: 2019-08

Locations

GB (1)