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

Crotti, Matteo, Utesch, Till and Foweather, Lawrence (2021) Dataset and metadata - Physical activity promoting teaching practices and children’s physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE). [Data Collection]

Abstract

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.