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Comparison Of Cardiovascular Fitness Between Students In Games-Concept And Skills-Based Approach In Physical Education Lessons: 226 Board #77 May 27, 1100 AM - 1230 PM

Thor, Dianna; Balasekaran, Govindasamy FACSM; Govindaswamy, Victor Visvasuresh; Cheo, Ng Yew; Eliza, Ng Yu Jun; Boey, Peggy; Tong, Stuart; Loh, Raymond; Gupta, Nidhi

Medicine & Science in Sports & Exercise: May 2015 - Volume 47 - Issue 5S - p 48
doi: 10.1249/01.mss.0000476530.77225.60
A-36 Free Communication/Poster - Cardiovascular Wednesday, May 27, 2015, 7:30 AM - 12:30 PM Room: Exhibit Hall F

1Nanyang Technological University, Singapore, Singapore. 2Concordia University Chicago, River Forest, IL.


(No relationships reported)

Strategies used in physical education (PE) lessons are important to help students improve in their fitness. Cardiovascular fitness, in particular, is still the key area of fitness for children to be developed in during PE lessons. In general, there are two main different strategies in PE lessons - the games-concept approach (GCA) and skills-based approach (SKA). This study will provide physical educators insight into the effectiveness of the two different approaches in improving children’s cardiovascular fitness.

PURPOSE: To compare the effectiveness of the GCA and SKA in PE lessons in improving children’s cardiovascular fitness.

METHODS: Twenty-four male participants were randomly assigned into either the GCA (n=12, age 9.6 ± 0.52 years) or SKA (n=12, age 9.6 ± 0.52 years) PE class. Both groups underwent an intervention: a 6-week prescribed PE programme based on the approach in PE they were assigned to. They were taught by the same, trained PE teacher with knowledge of the GCA and SKA. Rate of perceived exertion (RPE) and heart rate (HR) were recorded for each stage (warm-up, games-time, cool down) of every PE lesson. A 1.6km run-test was taken pre- and post-intervention as a means to assess the cardiovascular fitness of the participants.

RESULTS: Pre-post-intervention 1.6km run test results showed significant difference in the GCA group (from 10.6 ± 1.9 to 9.6 ±1.6 minutes), t(11)=5.601, p<0.01; but not in the SKA group (from 13.2 ± 1.7 to 12.6 ±1.5 minutes), t(11)=1.096, p=0.30. Separate independent t-test results showed no significant difference between average RPE but showed significant difference between average HR during games-time between GCA (140.4 ± 9.2bpm) and SKA (158.8 ± 9.5bpm), t(22)=-4.825, p<0.001.

CONCLUSION: GCA in PE lessons is more effective in improving cardiovascular fitness of children than SKA. As GCA involves more modified game-play, this time is translated to more activity time, which involves the use of large muscle groups. However, the more ‘traditional’ SKA emphasizes more on skills-practice, which creates more waiting time and less activity time. These differences in the approaches are shown by the higher average HR achieved in GCA PE lessons than SKA PE lessons.

Supported by the National Institute of Education (NIE), Nanyang Technological University, Singapore. Start-Up Grant, SUG34/13DT.

© 2015 American College of Sports Medicine