Influence of Different Physical Education Pedagogical Approaches on the Health and Development of 5-6 Year Old Children
Condition: Child; Child Development; Health Behavior; Physical Activity
Study type: Interventional

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.
    


Intervention name(s): Linear; Nonlinear
Intervention type(s): Behavioral; Behavioral
Intervention description(s): 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.; 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.
Allocation: Randomized
Intervention model: Parallel Assignment
Intervention model description: 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.
Masking: None (Open Label)
Primary purpose: Other
Keywords: Physical Activity; Physical Education; Children; Pedagogy; Motor Competence; Perceived Motor Competence; Self-perception; Cognition; Fundamental Movement Skills