The PLUNGE randomized controlled trial: Evaluation of a games-based physical activity professional learning program in primary school physical education

Abstract

ObjectiveTo evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence. MethodsA cluster-randomized controlled trial involving one year six class each from seven primary schools (n=168; mean age=11.2years, SD=1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n=97 students) or the 7-week wait-list control (n=71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children). ResultsLinear mixed models revealed significant group-by-time intervention effects (all p<0.05) for object control competency (effect size: d=0.9), and in-class pedometer steps/min (d=1.0). No significant intervention effects (p>0.05) were observed for perceived sporting competence. ConclusionsThe PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students.