Dataset and metadata - Physical activity promoting teaching practices and children’s physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE)

Purpose: Movement competence is a key outcome for primary physical education curricula. As movement development in children emerges through physical activity, it is important to determine the extent of physical activity promotion within movement competence focused teaching pedagogies. Therefore, this study aimed to assess children’s MVPA and related teaching practices in primary PE within Linear Pedagogy and Nonlinear pedagogy and to compare this to current practice within PE delivery in primary schools. Methods: Participants (n = 162, 53% females, 5-6y) were recruited from 9 primary schools within the SAMPLE-PE cluster randomised controlled trial. Schools were randomly-allocated to one of three conditions: Linear pedagogy, Nonlinear pedagogy, or control. Nonlinear and Linear pedagogy intervention schools received a PE curriculum delivered by trained deliverers over 15 weeks, while control schools followed usual practice. Children’s MVPA was measured during 3 PE lessons (44 PE lessons in total) using an ActiGraph GT9X accelerometer worn on their non-dominant wrist. Differences between conditions for children’s MVPA were analysed using multilevel model analysis, while Negative binomial models were used to analyse teaching practices data. Results: Linear pedagogy and Nonlinear pedagogy interventions were not associated with children engaging in higher MVPA during PE compared to the control group and compared to each other. Linear and Nonlinear interventions generally presented higher percentages of MVPA promoting teaching practices (e.g., Motor Content) and also presented lower MVPA reducing teaching practices (e.g., Management), compared to the control group. Furthermore, the teaching practices observed in Linear and Nonlinear interventions were in line with the respective pedagogical principles. Conclusions: Linear and Nonlinear pedagogical approaches in PE do not negatively impact MVPA compared to usual practice. Nevertheless, practitioners may need to refine these pedagogical approaches to improve MVPA alongside MC.

研究目的：运动能力是小学体育（Physical Education，PE）课程的核心培养目标。儿童的运动发展依托体力活动逐步形成，因此明确以运动能力培养为导向的教学方法中体力活动推广的程度尤为关键。本研究旨在评估线性教学法（Linear Pedagogy）与非线性教学法（Nonlinear Pedagogy）应用于小学PE课堂时，学生的中等至剧烈体力活动（Moderate to Vigorous Physical Activity，MVPA）水平及相关教学实践，并与当前小学PE的常规教学实践进行对比。
研究方法：本研究从SAMPLE-PE整群随机对照试验的9所小学中招募了162名参与者（其中53%为女性，年龄5-6岁）。将学校随机分配至三个组别：线性教学组、非线性教学组与对照组。非线性与线性教学干预组的学校由经过培训的授课人员开展为期15周的PE课程，对照组则沿用常规教学模式。研究采用佩戴于学生非优势手腕的ActiGraph GT9X加速度计，在3节PE课堂（共计44节有效课堂）中测量学生的MVPA水平。采用多层模型分析对各组学生的MVPA差异进行统计检验，并使用负二项模型分析教学实践相关数据。
研究结果：与对照组相比，线性教学法与非线性教学法的干预均未使学生在PE课堂中参与更高水平的MVPA，且两组干预间也未观察到显著差异。相较于对照组，线性与非线性教学干预的课堂中，推广MVPA的教学实践（如运动内容（Motor Content））占比普遍更高，而减少MVPA的教学实践（如课堂管理（Management））占比则更低。此外，线性与非线性教学干预中观察到的教学实践均符合各自的教学原则。
研究结论：与常规教学模式相比，体育课堂中采用线性与非线性教学法不会对学生的MVPA水平产生负面影响。不过，教学从业者仍需对这两类教学法进行优化，以在提升运动能力的同时改善学生的MVPA水平。