Effects of instructional models in physical education for integral development in elementary education students.

Abstract

The aims of the presents study were 1) to analyse the gender differences in balance, catching, aiming andchange of direction ability (CODA), and 2) to examine the effects of two different 8-week balanceintervention programs in primary school students integral development. Balance (i.e. static and dynamic),psychological domain (i.e. perceived exertion and affective valence), physical activity (PA) level, sessiontimes (i.e. instruction time and active learning time) and cognitive functions (i.e. creativity, attention andimpulse control) were assessed in 380 children (6-12 years). Students were divided and assigned into a nointervention control group, a direct instructional model (DIM) or a tactical games model (TGM).Regarding gender differences, girls presented higher values in balance, while boys in catching, aimingand CODA. Regarding instructional models, significant differences were found between the DIM and theTGM in balance, perceived exertion, PA level, instruction time, creativity and attention (p < 0.01, ES = -0.4 to 1.1). Gender could be a differentiating factor in the motor competence of elementary educationstudents. Physical education lessons are an effective tool for improving children¿s integral development,but the instructional model used during physical education lessons can affect it.