Fair Play Game: a group contingency strategy to increase students' active behaviours in physical education

Carla Vidoni, Chang-hung Lee, Liane Azevedo

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    Abstract

    A dependent group contingency strategy called Fair Play Game was applied to promote increase in number of steps during physical education classes for sixth-grade students. Results from a multiple baseline design across three classes showed that the mean number of steps for baseline vs. intervention were: Class 1: 43 vs. 64 steps/minute; Class 2: 49 vs. 81 steps/minute; Class 3: 50 vs. 87 steps/minute. Visual inspection of the graphs showed that Class 1 had an upward trend of number of steps (baseline vs. intervention) without a change in level. Classes 2 and 3 demonstrated clearer change in level of number of steps between these two phases. Social validity data showed that students increased their engagement in class and Fair Play Game is a feasible and acceptable strategy. Therefore, it can be concluded that Fair Play Game appeared to be associated with students' increase in active behaviours in physical education lessons.
    Original languageEnglish
    Pages (from-to)1127-1141
    JournalEarly Child Development and Care
    Volume184
    Issue number8
    Early online date22 Oct 2013
    DOIs
    Publication statusPublished - 3 Aug 2014

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