Evaluation of Play Skills of Primary School Students Playing Traditional Children's Games

Year 2023, Volume: 6 Issue: 1, 251 - 270, 28.03.2023

Ahmet Temel , Murat Kangalgil , Hüdaverdi Mamak

https://doi.org/10.38021/asbid.1215868

Abstract

This study was conducted to evaluate the physical activity levels and game performances of primary school students participating in traditional children's games. A survey model, one of the quantitative research methods, was used in the research. The sample of the research consisted of 16 students who participated in the final matches of traditional children's games in the 2021-2022 academic year and were determined according to the game region. In the research, data were collected by using the “System for Observing Fitness Instruction Time (SOFIT)” and “Game Performance Assessment Instrument (GPAI)” through the behavioral observation method. Descriptive statistics, Mann Whitney U test, and correlation analysis were used in the analysis of the data. According to the research findings, while the students showed the most standing behavior, the level of moderate-vigorous physical activity (MVPA) was at the desired level. It has been determined that the GPAI components are at a medium level in the case of skill application, while the other components are at a good level in decision-making, support, game participation, and performance. No significant difference was found in MVPA and game performance by gender. While a positive significant relationship was found between MVPA and the GPAI component of game performance, no significant relationship was found between MVPA and other GPAI components. As a result of the research; it was concluded that primary school students playing traditional games had good MVPA levels and sufficient game skills. Based on the results of the research, it can be suggested to use traditional games in physical education lessons and to create lesson content for the development of tactical awareness of students.

Keywords

Castled dodgeball game, game performance, moderately-vigorous physical activity (MVPA), primary school, traditional games, sofit

Geleneksel Çocuk Oyunları Oynayan İlkokul Öğrencilerinin Oyun Becerilerinin Değerlendirilmesi

Abstract

Bu çalışma, geleneksel çocuk oyunlarına katılan ilkokul öğrencilerinin fiziksel aktivite düzeyleri ve oyun performanslarının değerlendirilmesi amacıyla yapılmıştır. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmanın örneklemini, 2021-2022 eğitim öğretim yılında geleneksel çocuk oyunlarının final maçlarına katılan ve oyun bölgesine göre belirlenmiş 16 öğrenci oluşturmuştur. Araştırmada veriler, davranışsal gözlem metodu aracılığıyla, “Fitness Eğitimi Gözlem Formu” ve “Oyun Performansı Değerlendirme Gözlem Formu” kullanılarak toplanmıştır. Verilerin analizinde tanımlayıcı istatistikler, Mann Whitney U testi ve korelasyon analizi yapılmıştır. Araştırma bulgularına göre, öğrenciler en fazla ayakta durma davranışı gösterirken, orta-şiddetli fiziksel aktivite (OŞFA) düzeyi istenen düzeyde bulunmuştur. Oyun performansı bileşenlerinden beceri uygulama durumunda orta düzey, diğer bileşenlerden karar verme, destekleme, oyun katılımı ve performans durumlarının iyi düzeyde olduğu tespit edilmiştir. Cinsiyete göre OŞFA ve oyun performansında anlamlı farklılığa rastlanmamıştır. OŞFA ile oyun performansının oyuna katılım bileşeni arasında pozitif anlamlı ilişki tespit edilirken, OŞFA ile diğer oyun performansı bileşenleri arasında anlamlı ilişkiye rastlanmamıştır. Araştırmanın sonucunda; geleneksel oyunlar oynayan ilkokul öğrencilerin OŞFA düzeylerinin iyi olduğu ve oyun becerilerinin yeterli olduğu sonucuna varılmıştır. Araştırma sonuçlarından hareketle, beden eğitimi derslerinde geleneksel oyunların kullanılması, öğrencilerin taktik farkındalıkların geliştirilmesi için ders içerikleri oluşturması önerilebilir.

Keywords

Castled dodgeball game, moderately-vigorous physical activity (MVPA), primary school, sofit, traditional games

References

• Abdulla, A., Whipp, P. R., & Teo, T. (2022). Teaching physical education in ‘paradise’: Activity levels, lesson context and barriers to quality implementation. European Physical Education Review, 28(1), 225-243. https://doi.org/10.1177/1356336X211033696
• Aprianti, D. (2020). Pengaruh model pembelajaran dan status berat terhadap keterampilan bermain dan kebugaran jasmani. Jurnal Penelitian Pendidikan, 20(2), 213-224. https://doi.org/10.17509/jpp.v20i2.19127
• Araujo, R., Hastie, P. A., Lohse, K. R., Bessa, C., & Mesquita, I. (2017). The longterm development of volleyball game play performance using sport education and the step-game-approach model. European Physical Education Review, 25(2), 311-326. https://doi.org/10.1177/1356336X17730307
• Araujo, R., Mesquita, I., Hastie, P. A., & Pereira, C. (2016). Students’ game performance improvements during a hybrid sport education-step-game-approach volleyball unit. European Physical Education Review, 22(2), 185-200. https://doi.org/10.1177/1356336X15597927
• Arias-Estero, J. L., Jaquero, P., Martínez-López, A. N., & Morales-Belando, M. T. (2020). Effects of two TGfU lessons period on game performance, knowledge and psychosocial variables in elementary physical education. International Journal of Environmental Research and Public Health, 17(10), 3378. https://doi.org/10.3390/ijerph17103378
• Baghurst, T., Langley, J., & Bishop, J. (2015). Physical educators’ perceptions of their use of NASPE standards. The Physical Educator, 72(5), 324-341. https://doi.org/10.18666/TPE-2015V72-I5-6194
• Balakrishnan, M., Rengasamy, S., & Aman, M. S. (2011). Teaching game for understanding in physical education: A theoretical framework and implication. ATIKAN, 1(2), 201-214. https://www.journals.mindamas.com/index.php/atikan/article/view/115
• Barnett, L. M., Van Beurden, E., Morgan, P. J., Brooks, L. O., & Beard, J. R. (2009). Childhood motor skill proficiency as a predictor of adolescent physical activity. Journal of Adolescent Health, 44(3), 252-259. https://doi.org/10.1016/j.jadohealth.2008.07.004
• Barquero-Ruiz, C., Morales-Belando, M. T., & Arias-Estero, J. L. (2021). A teaching games for understanding program to deal with reasons for dropout in under-11 football. Research Quarterly for Exercise and Sport, 92(4), 618-629. https://doi.org/10.1080/02701367.2020.1759767
• Biddle, S. J. H., & Asare, M. (2011). Physical activity and mental health in children and adolescents: A review of reviews. British Journal of Sports Medicine, 45(11), 886–895. https://doi.org/10.1136/bjsports-2011-090185
• Bonilla, A. M. P. (2016). Impacto de la clase de educación física sobre la actividad moderada y vigorosa en niños de primaria. Revista Mexicana de Investigación en Cultura Física y Deporte, 1(1), 150-173. https://www.semanticscholar.org/paper/Impacto-de-la-clase-de-educaci%C3%B3n-f%C3%ADsica-sobre-la-y-Bonilla/23a8c457ff88c1f698b20c91ce5295c8ecf98477
• Booth, F. W., Roberts, C. K., & Laye, M. J. (2011). Lack of exercise is a major cause of chronic diseases. Comprehensive Physiology, 2(2), 1143-1211. https://doi.org/10.1002/cphy.c110025
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri. 28. Baskı. Ankara: Pegem Akademi.
• Cardon, G., Verstraete, S., De Clercq, D., & De Bourdeaudhuij, I. (2004). Physical activity levels in elementary-school physical education: a comparison of swimming and nonswimming classes. Journal of Teaching in Physical Education, 23, 252-263. https://doi.org/10.1123/jtpe.23.3.252
• Caspersen, C. J., Powell, K. E., & Christenson, G. M. (1985). Physical activity, exercise, and physical fitness: Definitions and distinctions for health-related research. Public Health Reports, 100(2), 126-131. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1424733/
• Ceballos Gurrola, O., Lomas Acosta, R., Enriquez Martinez, M., Ramirez, E., Medina Rodriguez, R. E., Enriquez Reyna, M. C., & Cocca, A. (2020). Impacto de un programa de salud sobre perfil metabólico y autoconcepto en adolescentes con obesidad. Retos, 38, 452–458. https://doi.org/10.47197/retos.v38i38.77003
• Chatzopoulos, D., Tsormbatzoudis, H., & Drakou, A. (2006). Combinations of technique and games approaches: Effects on game performance and motivation. Journal of Human Movement Studies, 50(3), 157-170. https://www.researchgate.net/publication/291305251
• Chow, B. C., McKenzie, T. L., & Louie, L. (2008). Children's physical activity and environmental influences during elementary school physical education. Journal of teaching in physical education, 27(1), 38-50. https://doi.org/10.1123/jtpe.27.1.38
• Chow, B. C., McKenzie, T. L., & Louie, L. (2015). Children’s physical activity and associated variables during preschool physical education. Advances in Physical Education, 5(1), 39-49. https://doi.org/10.4236/ape.2015.51005
• Cocca, A., Espino Verdugo, F., Ródenas Cuenca, L. T., & Cocca, M. (2020). Effect of a game-based physical education program on physical fitness and mental health in elementary school children. International Journal of Environmental Research and Public Health, 17(13), 4883. https://doi.org/10.3390/ijerph17134883
• Cohen, K. E., Morgan, P. J., Plotnikoff, R. C., Callister, R., & Lubans, D. R. (2014). Fundamental movement skills and physical activity among children living in low-income communities: a cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity, 11(1), 1-9. https://doi.org/10.1186/1479-5868-11-49
• Creswell, J. W. (2020). Eğitim araştırmaları nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi (Translation: Ekşi, H.). 3. Baskı. İstanbul: Edam.
• Dania, A., Kossyva, I., & Zounhia, K. (2017). Effects of a teaching games for understanding program on primary school students' physıcal activity patterns. European Journal of Physical Education and Sport Science, 3(2), 81-94. https://doi.org/10.5281/zenodo.400591
• de Greeff, J. W., Bosker, R. J., Oosterlaan, J., Visscher, C., & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: A meta-analysis. Journal of Science and Medicine in Sport, 21(5), 501-507. https://doi.org/10.1016/j.jsams.2017.09.595
• Diaz, D. P., Martínez, P. Y. O., López, J. A. H., Castro, Z. E. R., Meza, E. I. A., Ortiz, L. R. M., & Buñuel, P. S. L. (2020). Efecto de un programa de educación física con intensidad moderada vigorosa sobre el desarrollo motor en niños de preescolar. Retos: nuevas tendencias en educación física, deporte y recreación, (38), 363-368. https://dialnet.unirioja.es/servlet/articulo?codigo=7446307
• Dudley, D. A., Okely, A. D., Cotton, W. G., Pearson, P., & Caputi, P. (2012). Physical activity levels and movement skill ınstruction in secondary school physical education. Journal of Science & Medicine in Sport, 15, 231-237. https://doi.org/10.1016/j.jsams.2011.10.005
• Elliott, E., McKenzie, T., Woods, A. M., Beighle, A. E., Heidorn, B., & Lorenz, K. A. (2022). Comprehensive school physical activity programs: Roots and potential growth. Journal of Physical Education, Recreation & Dance, 93(5), 6-12. https://doi.org/10.1080/07303084.2022.2053472
• Evangelio, C., Sierra-Díaz, M. J., González-Víllora, S., & Clemente, F. M. (2019). ‘Four goals for three players’: Using 3 vs. 3 small-sided games at school. Human Movement, 20(4), 68-78. https://doi.org/10.5114/hm.2019.85096
• Fadilah, M., & Wibowo, R. (2018). Kontribusi keterampilan gerak fundamental terhadap keterampilan bermain small-sided handball games. Jurnal Pendidikan Jasmani dan Olahraga, 3(1), 60-68. https://doi.org/10.17509/jpjo.v3i1.7667
• Farias, C., Valério, C., & Mesquita, I. (2018). Sport education as a curriculum approach to student learning of invasion games: Effects on game performance and game involvement. Journal of Sports Science & Medicine, 17(1), 56-65. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5844209/
• Fraser, B. J., Schmidt, M. D., Huynh, Q. L., Dwyer, T., Venn, A. J., & Magnussen, C. G. (2017). Tracking of muscular strength and power from youth to young adulthood: Longitudinal findings from the childhood determinants of adult health study. Journal of Science and Medicine in Sport, 20(10), 927-931. https://doi.org/10.1016/j.jsams.2017.03.021
• Gouveia, É. R., Gouveia, B. R., Marques, A., Kliegel, M., Rodrigues, A. J., Prudente, J., Lopes, H., & Ihle, A. (2019). The effectiveness of a tactical games approach in the teaching of invasion games. Journal of Physical Education and Sport, 19(3), 962-970. https://doi.org/10.7752/jpes.2019.s3139
• Gouveia, É. R., Gouveia, B. R., Marques, A., Lopes, H., Rodrigues, A., Quintal, T., Pestana, M., Peralta, M., Kliegel, M., & Ihle, A. (2021). Estimation of engagement in moderate-to-vigorous physical activity from direct observation: A proposal for school physical education. Children, 8(2), 67. https://doi.org/10.3390/children8020067
• Guijarro, E., MacPhail, A., Arias-Palencia, N. M., & González-Víllora, S. (2022). Exploring game performance and game involvement: Effects of a sport education season and a combined sport education-teaching games for understanding unit. Journal of Teaching in Physical Education, 41(3), 411-424. https://doi.org/10.1123/jtpe.2020-0170
• Guitiérrez, D., & García-López, L. (2012). Assessment of primary school students’ decision-making related to tactical contexts. Journal of New Approaches in Educational Research (NAER Journal), 1(1), 7-12. http://dx.doi.org/10.7821/naer.1.1.7-12
• Güneş, B., & Yılmaz, E. (2019). The effect of tactical games approach in basketball teaching on cognitive, affective and psychomotor achievement levels of high school students. Eğitim ve Bilim, 44(200). http://dx.doi.org/10.15390/EB.2019.8163
• Hall-López, J. A. (2021). Educational training program to increase the moderate to vigorous physical activity index in physical education teachers. Retos, 39, 192-199. https://dialnet.unirioja.es/servlet/articulo?codigo=7588207
• Hall-López, J. A., & Ochoa-Martínez, P. Y. (2021). Measuring physical activity, heart rate, energy expenditure and perceived exertion of school children during recess according to gender and body fat. Facta Universitatis. Series: Physical Education and Sport, 19(1), 21-31. http://casopisi.junis.ni.ac.rs/index.php/FUPhysEdSport/article/view/6512
• Hall-López, J. A., Ochoa-Martínez, P. Y., Meza, F., Sánchez, R., & Sáenz-López, P. (2019). Comparación de la actividad física por género y grasa corporal en escolares mexicanos. Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte, 8(1), 1-14. https://doi.org/10.24310/riccafd.2019.v8i1.5763
• Hartatiti, S. C. Y., Priambodo, A., Djawa, B., & Prakoso, B. B. (2018, May). Building Cooperation Interpersonal Skill in Physical Education Lessons through Traditional Game. In International Seminar on Public Health and Education 2018 (ISPHE 2018) (pp. 245-248). Atlantis Press. https://doi.org/10.2991/isphe-18.2018.57
• Harvey, S., Song, Y., Baek, J. H., & Van Der Mars, H. (2016). Two sides of the same coin: Student physical activity levels during a game-centred soccer unit. European Physical Education Review, 22(4), 411-429. https://doi.org/10.1177/1356336X15614783
• Honas, J. J., Washburn, R. A., Smith, B. K., Greene, J. L., Cook-Wiens, G., & Donnelly, J. E. (2008). The system for observing fitness instruction time (sofit) as a measure of energy expenditure during classroom-based physical activity. Pediatric Exercise Science, 20(4), 439-445. https://doi.org/10.1123/pes.20.4.439
• Iserbyt, P., Dehandschutter, T., Leysen, H., & Loockx, J. (2022). Physical activity and game play ability in a high school sport education basketball season. International Journal of Human Movement and Sports Sciences, 10(2), 283-293. https://doi.org/10.13189/saj.2022.100219
• Kwon, S., Welch, S., & Mason, M. (2020). Physical education environment and student physical activity levels in low-income communities. BMC Public Health, 20(1), 1-9. https://doi.org/10.1186/s12889-020-8278-8
• Laiño, F. A., Santa María, C. J., Incarbone, Ó., & Guinguis, H. (2019). Intensidades de actividad física en juegos estructurados y activos en niños entre 6 y 12 años. Ciencias de la salud, 17(3), 81-97. http://dx.doi.org/10.12804/revistas.urosario.edu.co/ revsalud/a.8367
• Lee, G. I. (2019). Assessment of levels of moderate-to-vigorous physical activity in physical education classes using 3-dimensional accelerometer: Competition domain. Korean Journal of Sport Science, 30(2), 258-268. https://doi.org/10.24985/kjss.2019.30.2.258
• Li, X., & Wang, X. (2019). Physical activity level of primary school students and teachers' teaching behaivor based on observation of physical education class. Journal of Shenyang Sport University, 3(2), 27-33. https://doi.org/10.12163/j.ssu.2020.02.05
• Lopes, M. C., Magalhães, R. T., Diniz, L. B. F., Moreira, J. P. A., & Albuquerque, M. R. (2016). A influência da habilidade técnica na tomada de decisão de jogadores iniciantes de voleibol. Revista Brasileira de Cineantropometria & Desempenho Humano, 18, 362-370. https://doi.org/10.1590/1980-0037.2016v18n3p362
• Lu, C., & Montague, B. (2016). Move to learn, learn to move: Prioritizing physical activity in early childhood education programming. Early Childhood Education Journal, 44(5), 409-417. https://doi.org/10.1007/s10643-015-0730-5
• Lubay, L. H., & Purnama, A. D. (2020). An effort to improve the playing skill through the application of tool modification in small ball game (a classroom action research). In 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019) (pp. 403-405). Atlantis Press. https://doi.org/10.2991/ahsr.k.200214.108
• Luymes, N. J., Bryden, P. J., & Fletcher, P. C. (2022). "I think she's found her groove": Evaluating a young girl's involvement in an inclusive physical activity program. Palaestra, 36(2). https://www.js.sagamorepub.com/palaestra/article/view/11687
• Manyanga, T., Barnes, J. D., Chaput, J. P., Katzmarzyk, P. T., Prista, A., & Tremblay, M. S. (2019). Prevalence and correlates of adherence to movement guidelines among urban and rural children in Mozambique: A cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity, 16(1), 1-12. https://doi.org/10.1186/s12966-019-0861-y
• McKenzie, T. L. (2015). SOFIT (system for observing fitness ınstruction time) description and procedures manual (generic version). Researchgate, 1-33. https://www.researchgate.net/publication/318276946
• McKenzie, T. L., & Lounsbery, M. A. (2014). The pill not taken: Revisiting physical education teacher effectiveness in a public health context. Research Quarterly for Exercise and Sport, 85(3), 287–292. https://doi.org/10.1080/02701367.2014.931203
• McKenzie, T. L., Sallis, J. F., & Nader, P. R. (1992). SOFIT: System for observing fitness instruction time. Journal of Teaching in Physical Education, 11(2), 195-205. https://doi.org/10.1123/jtpe.11.2.195
• MEB (2015). Milli Eğitim Bakanlığı Geleneksel Çocuk Oyunları Şenliği Protokolü, Ankara. http:// okulsportal.gsb.gov.tr/PortalAdmin/Uploads/OkulSportal/Documents/5.%20OYUNLAR/2017-2018/GELENEKSEL%20%C3%87OCUK%20OYUNLARI%20%C5%9EENL%C4%B0%C4%9E%C4%B0%20PROTOKOL%C3%9C.pd f (Date of access: 07.08.2019)
• Mesquita, I., Farias, C., & Hastie, P. A. (2012). The impact of a hybrid sport education-invasion games competence model soccer unit on students’ decision making, skill execution and overall game performance. European Physical Education Review, 18(2), 205-219. doi.org/10.1177/1356336X12440027
• Miller, A., Eather, N., Duncan, M., & Lubans, D. R. (2019). Associations of object control motor skill proficiency, game play competence, physical activity and cardiorespiratory fitness among primary school children. Journal of Sports Sciences, 37(2), 173-179. https://doi.org/10.1080/02640414.2018.1488384
• Minhat, N., Nathan, S., & Salimin, N. (2019). The effects of tgfu, sem and htgfu-sem on psychomotor badminton doubles game play outcome. IJISET - International Journal of Innovative Science, Engineering & Technology, 6(7), 15-20. https://ijiset.com/vol6/v6s7/IJISET_V6_I7_04.pdf
• Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2013). Teaching sport concepts and skills: A tactical games approach for ages 7 to 18. Champaign, IL: Human Kinetics.
• Morales-Belando, M. T., Calderón, A., & Arias-Estero, J. L. (2018). Improvement in game performance and adherence after an aligned TGfU floorball unit in physical education. Physical Education and Sport Pedagogy, 23(6), 657-671. https://doi.org/10.1080/17408989.2018.1530747
• Morgan, P. J., Barnett, L. M., Cliff, D. P., Okely, A. D., Scott, H. A., Cohen, K. E., & Lubans, D. R. (2013). Fundamental movement skill interventions in youth: A systematic review and meta-analysis. Pediatrics, 132(5), 1361-1383. https://doi.org/10.1542/peds.2013-1167
• Oslin, J. L., Mitchell, S. A., Griffin, L. L. (1998). The game performance assessment ınstrument (GPAI): Development and preliminary validation. Journal of Teaching in Physical Education, 17, 231-243. https://doi.org/10.1123/jtpe.17.2.231
• Pastor-Vicedo, J. C., Prieto-Ayuso, A., Contreras-Jordán, O. R., Clemente, F. M., Nikolaidis, P. T., Rosemann, T. J., & Knechtle, B. (2020). Teaching and learning process of decision-making units in talented young players from U-10 to U-14. Frontiers in Psychology, 11, 600. https://doi.org/10.3389/fpsyg.2020.00600
• Piercy, K. L., Troiano, R. P., Ballard, R. M., Carlson, S. A., Fulton, J. E., Galuska, D. A., George, S. M., & Olson, R. D. (2018). The physical activity guidelines for Americans. Jama, 320(19), 2020–2028. https://doi.org/10.1001/jama.2018.14854
• Pişkin, N. E., & Alpay, C. B. (2019). 8 haftalık kort tenis antrenmanının 10-12 yaş aralığındaki çocuklarda dikkat gelişimleri üzerine etkisi. Beden Eğitimi ve Spor Bilimleri Dergisi, 13(1), 11-17. https://dergipark.org.tr/tr/pub/bsd/issue/53460/711600
• Pişkin, N. E., Şengür, E., & Aktuğ, Z. B. (2020). Çocuklarda yaz spor okullarının motor beceri üzerine etkisinin incelenmesi. İnönü Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 7(1), 25-37. https://dergipark.org.tr/en/pub/inubesyo/issue/56750/719719
• Pizarro, A. P., Domínguez, A. M., Serrano, J. S., García-González, L., & del Villar Álvarez, F. (2017). The effects of a comprehensive teaching program on dribbling and passing decision-making and execution skills of young footballers. Kinesiology, 49(1), 74-83. https://hrcak.srce.hr/ojs/index.php/kinesiology/article/view/5322
• Poitras, V. J., Gray, C. E., Borghese, M. M., Carson, V., Chaput, J. P., Janssen, I., Katzmarzyk, P. T., Pate, R. R., Connor Gorber, S., Kho, M. E., Sampson, M., & Tremblay, M. S. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition and Metabolism, 41(6), 197–239. https://doi.org/10.1139/apnm-2015-0663
• Pritchard, T., Hansen, A., Grossman, H., Williams, M., & Loomis, S. (2019). Analysis of the sport education tactical model in badminton university physical activity courses. The Physical Educator, 76(3), 832-847. https://doi.org/10.18666/TPE-2019-V76-I3-8800
• Pritchard, T., McCollum, S., Sundal, J., & Colquit, G. (2014). Effect of the sport education tactical model on coeducational and single gender game performance. The Physical Educator, 71(1), 132-154. https://js.sagamorepub.com/pe/article/view/4722
• Puente-Maxera, F., Méndez-Giménez, A., & Martínez de Ojeda, D. (2020). Sports education and introduction to invasion sports in early primary education. Apunts. Educación Física y Deportes, 140, 23-30. https://doi.org/10.5672/apunts.2014-0983.es.(2020/2).140.04
• Ramer, J. D., Houser, N. E., Duncan, R. J., & Bustamante, E. E. (2021). Enjoyment of physical activity-not mvpa during physical education-predicts future mvpa participation and sport self-concept. Sports, 9(9), 128. https://doi.org/10.3390/sports9090128
• Ridiansyah, P. N. (2016). Pengaruh model pembelajaran teaching games for understanding terhadap keterampilan sosial dan keterampilan bermain bola basket. Unpublished PhD Thesis. Universitas Pendidikan Indonesia.
• Saraç-Oğuzhan, N. (2019). Ortaokul öğrencilerinin spor eğitim modeline ilişkin deneyimleri: boylamsal bir çalışma. Yayımlanmamış Yüksek Lisans Tezi. Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.
• Smith, N. J., Belansky, E. S., & Cutforth, N. (2020). The southeast colorado pe academy: implementation and outcomes in rural elementary schools, 2014-16. Advances in Physical Education, 10, 436-458. https://doi.org/10.4236/ape.2020.104035
• Springer, A. E., Tanguturi, Y., Ranjit, N., Skala, K. A., & Kelder, S. H. (2013). Physical activity during recess in low-income third-grade texas students. American Journal of Health Behavior, 37(3), 318-324. https://doi.org/10.5993/AJHB. 37.3.4
• Tanaka, C., Tremblay, M. S., Okuda, M., Inoue, S., & Tanaka, S. (2020). Proportion of Japanese primary school children meeting recommendations for 24-h movement guidelines and associations with weight status. Obesity Research & Clinical Practice, 14(3), 234-240. https://doi.org/10.1016/j.orcp.2020.05.003
• Temel, A. (2022). Ortaokul öğrencilerinin beden eğitimi ve spor dersine ilişkin değer algıları ve tutumlarının incelenmesi. Yayımlanmamış Doktora Tezi. Niğde Ömer Halisdemir Üniversitesi Sosyal Bilimler Enstitüsü.
• Temel, A., & Kangalgil, M. (2021). Oyun ve fiziki etkinlikler dersi öğretim programı kazanımlarının gerçekleşmesine ilişkin sınıf öğretmenlerinin görüşleri. Milli Eğitim Dergisi, 50(229), 445-462. https://dergipark.org.tr/tr/pub/milliegitim/issue/60215/874865
• To, Q. G., Gallegos, D., Do, D. V., Tran, H. T. M., To, K. G., Wharton, L., & Trost, S. G. (2018). The level and pattern of physical activity among fifth-grade students in Ho Chi Minh City, Vietnam. Public Health, 160, 18-25. https://doi.org/10.1016/j.puhe.2018.03.021
• To, Q. G., Wharton, L., Gallegos, D., Stylianou, M., Do, D. V., To, K. G., Tran, H. T. M., & Trost, S. G. (2020). School-based physical education: Physical activity and implementation barriers in Vietnamese elementary schools. European Physical Education Review, 26(2), 587-606. https://doi.org/10.1177/1356336X19878746
• Wang, L., & Zhou, Y. (2022). A systematic review of correlates of the moderate-to-vigorous physical activity of students in elementary school physical education. Journal of Teaching in Physical Education, 1(aop), 1-16. https://doi.org/10.1123/jtpe.2020-0197
• Weaver, R. G., Webster, C. A., Beets, M.W., Brazendale, K., Chandler, J., Schisler, L., & Aziz, M. (2018). Initial outcomes of a participatory-based, competency-building approach to increasing physical education teachers’ physical activity promotion and students’ physical activity: A pilot study. Health Education & Behavior, 45, 359-370. https://doi.org/10.1177/1090198117731600
• Weston, K. L., Pasecinic, N., & Basterfield, L. (2019). A preliminary study of physical fitness in 8- to 10-year-old primary school children from north east england in comparison with national and international data. Pediatric Exercise Science, 31(2), 229-237. https://doi.org/10.1123/pes.2018-0135
• Woodfield, L., Tatton, A., Myers, T., & Powell, E. (2022). Predictors of children’s physical activity in the early years foundation stage. Journal of Early Childhood Research, 20(2), 199-213. https://doi.org/10.1177/1476718X211052797
• World Health Organization [WHO] (2020). Physical activity. https://www.who.int/news-room/fact-sheets/detail/physical-activity [Date of access: 23.07.2022].
• Yang, X., & He, G.(2018). Application and thinking of epidemiology in the field of physical activity of children and adolescents. Chinese Public Health Management, 6. https://www.cnki.com.cn/Article/CJFDTotal-GGWS201806014.htm
• Yon, K. (2018). İlkokul 4. sınıf oyun ve fiziki etkinlikler derslerinin öğrenci fiziksel aktivite düzeyi, öğretmen davranışı ve ders içeriği açısından incelenmesi Yayımlanmamış Yüksek Lisans Tezi. Mersin Üniversitesi Eğitim Bilimleri Enstitüsü.
• Zhang, J., Tang, Y., Chen, P., Liu, Y., Cao, Z., Hu, Y., Zu., Z., & Zhuang, J. (2017). Research on physical activity of urban children and adolescents in my country from a global perspective: Shanghai as an example. Peking University Core Sports Science, 37(1), 14-27. https://www.cnki.net/kcms/doi/10.16469/j.css.201701002.html
• Zhou, Y., Wang, L., Wang, B., & Chen, R. (2022). Physical activity during physical education in elementary school in china: The role of teachers. Physical Education and Sport Pedagogy, 27(4), 409-421. https://doi.org/10.1080/17408989.2021.1903410