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Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children

Author

Listed:
  • Armando Cocca

    (Department of Sport Science, University of Innsbruck, 6020 Innsbruck, Tirol, Austria)

  • Francisco Espino Verdugo

    (School of Sports Organization, Autonomous University of Nuevo Leon, San Nicolás de los Garza 66455, Mexico)

  • Luis Tomás Ródenas Cuenca

    (School of Sports Organization, Autonomous University of Nuevo Leon, San Nicolás de los Garza 66455, Mexico)

  • Michaela Cocca

    (School of Sports Organization, Autonomous University of Nuevo Leon, San Nicolás de los Garza 66455, Mexico)

Abstract

Promotion of healthy active behaviors should start from early ages, as behaviors learned in youth are more likely to endure. A fundamental body of research in this field focuses on the implementation of programs within physical education (PE), thanks to its favorable characteristics. However, traditional PE based on exercise training and controlling styles seems to have weaker association with students’ health benefits. For this reason, the aim of this study was to assess the effects of a game-based PE program on physical fitness and psychological health in schoolchildren aged 10 to 12 years old. A total of 252 students were distributed in experimental (EG, games-centered activities) and control (CG, traditional exercise training activities) groups. The program lasted 6 months. Health-related physical fitness components, psychological wellbeing, self-esteem, stress, and anxiety were assessed before and after the treatment. Both groups increased physical fitness at post-test; however, cardiorespiratory fitness did not improve. No differences were found between the groups at post-test. Our results show that games may be as effective as traditional training methods; yet, they suggest that PE alone may be insufficient for obtaining substantive benefits in cardiorespiratory fitness, regardless of the type of task presented.

Suggested Citation

  • Armando Cocca & Francisco Espino Verdugo & Luis Tomás Ródenas Cuenca & Michaela Cocca, 2020. "Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children," IJERPH, MDPI, vol. 17(13), pages 1-13, July.
  • Handle: RePEc:gam:jijerp:v:17:y:2020:i:13:p:4883-:d:381193
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    References listed on IDEAS

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    3. Yi-Hsiang Pan & Chen-Hui Huang & I-Sheng Lee & Wei-Ting Hsu, 2019. "Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes," Sustainability, MDPI, vol. 11(7), pages 1-15, April.
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    Cited by:

    1. Ruichuan Yu & Camila Perera & Manasi Sharma & Alessandra Ipince & Shivit Bakrania & Farhad Shokraneh & Juan Sebastian Mosquera Sepulveda & David Anthony, 2023. "Child and adolescent mental health and psychosocial support interventions: An evidence and gap map of low‐ and middle‐income countries," Campbell Systematic Reviews, John Wiley & Sons, vol. 19(3), September.
    2. Gerhard Ruedl & Martin Niedermeier & Lukas Wimmer & Vivien Ploner & Elena Pocecco & Armando Cocca & Klaus Greier, 2021. "Impact of Parental Education and Physical Activity on the Long-Term Development of the Physical Fitness of Primary School Children: An Observational Study," IJERPH, MDPI, vol. 18(16), pages 1-13, August.
    3. Raquel Pérez-Ordás & Javier Piñeiro-Cossio & Óscar Díaz-Chica & Ester Ayllón-Negrillo, 2022. "Relevant Variables in the Stimulation of Psychological Well-Being in Physical Education: A Systematic Review," Sustainability, MDPI, vol. 14(15), pages 1-26, July.
    4. Hailing Li & Jadeera Phaik Geok Cheong & Bahar Hussain, 2023. "The Effect of a 12-Week Physical Functional Training-Based Physical Education Intervention on Students’ Physical Fitness—A Quasi-Experimental Study," IJERPH, MDPI, vol. 20(5), pages 1-14, February.

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