Background: Interdisciplinary physical education integrates the goals and content of physical education (PE) with those of one or more subject areas creating a cohesive learning experience. This approach aims to enhance concepts and skills across multiple disciplines. Purpose: This study aimed to valuate the impact of two PE teaching models on gross motor skills and perceived motor competence among Italian primary school children. Materials and Methods: A convenient sample of seventy-six children (40 males, 36 females), aged 7-9 years (mean age=8.40; SD=0.30), from two Italian primary schools, participated in a quasi-experimental study. Participants were divided into an experimental group (EG n=37) and a control group (CG n=39). Each group was involved in a 12-week intervention, for 2 hours a week: the EG took part in PE lessons conducted through an Interdisciplinary PE Program aimed to expand the repertoire of skilled motor acts, combine original action sequences with acquired movement variations and motor skills, and explore props or objects in different scenarios. The CG participated in PE lessons conducted through a drill-oriented teaching approach to perfecting skills and procedures. The Italian version of the Test of Gross Motor Development and the Perceived Motor Competence Subscale of the Italian Self-Description Questionnaire for Children and Pre-adolescents were administered. Results: At the pre-test, females scored significantly lower means than males in the object control sub-test and perceived physical competence. Females scored higher means than males in the locomotion sub-test. In the post-test, the Interdisciplinary PE Program had a significantly positive impact with large effects on object control skills in males’ and females’ EGs, and in locomotor skills in females’ EG, compared to the CG. Results regarding differences between EG and CG in the perception of motor competence were inconclusive. Discussion and conclusions: An Interdisciplinary PE Program turned out to be more effective than the drill-oriented teaching approach for improving object control and locomotor skills. Insights on how to incorporate key aspects of Interdisciplinary PE to teach Physical Education creatively in primary school will be discussed.
The effects of a 12-week interdisciplinary physical education program on gross motor skills and perceived motor competence in primary school children
Nicolosi S.
Investigation
;
2024-01-01
Abstract
Background: Interdisciplinary physical education integrates the goals and content of physical education (PE) with those of one or more subject areas creating a cohesive learning experience. This approach aims to enhance concepts and skills across multiple disciplines. Purpose: This study aimed to valuate the impact of two PE teaching models on gross motor skills and perceived motor competence among Italian primary school children. Materials and Methods: A convenient sample of seventy-six children (40 males, 36 females), aged 7-9 years (mean age=8.40; SD=0.30), from two Italian primary schools, participated in a quasi-experimental study. Participants were divided into an experimental group (EG n=37) and a control group (CG n=39). Each group was involved in a 12-week intervention, for 2 hours a week: the EG took part in PE lessons conducted through an Interdisciplinary PE Program aimed to expand the repertoire of skilled motor acts, combine original action sequences with acquired movement variations and motor skills, and explore props or objects in different scenarios. The CG participated in PE lessons conducted through a drill-oriented teaching approach to perfecting skills and procedures. The Italian version of the Test of Gross Motor Development and the Perceived Motor Competence Subscale of the Italian Self-Description Questionnaire for Children and Pre-adolescents were administered. Results: At the pre-test, females scored significantly lower means than males in the object control sub-test and perceived physical competence. Females scored higher means than males in the locomotion sub-test. In the post-test, the Interdisciplinary PE Program had a significantly positive impact with large effects on object control skills in males’ and females’ EGs, and in locomotor skills in females’ EG, compared to the CG. Results regarding differences between EG and CG in the perception of motor competence were inconclusive. Discussion and conclusions: An Interdisciplinary PE Program turned out to be more effective than the drill-oriented teaching approach for improving object control and locomotor skills. Insights on how to incorporate key aspects of Interdisciplinary PE to teach Physical Education creatively in primary school will be discussed.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
