The Good Behaviour Game: Maintaining Students' Physical Distancing in Physical Education Classes during the COVID-19 Pandemic

Autor/inn/en	Tounsi, Olfa; Koubaa, Abdessalem; Trabelsi, Omar; Masmoudi, Liwa; Mkaouer, Bessem; Trabelsi, Khaled; Jahrami, Haitham; Clark, Cain C. T.; Bahloul, Mourad
Titel	The Good Behaviour Game: Maintaining Students' Physical Distancing in Physical Education Classes during the COVID-19 Pandemic
Quelle	In: Health Education Journal, 82 (2023) 2, S.200-210 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tounsi, Olfa) ORCID (Clark, Cain C. T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/00178969221147609
Schlagwörter	Student Behavior; Social Distance; COVID-19; Pandemics; Physical Education; Physical Education Teachers; Games; Grade 8; Foreign Countries; Video Technology; Tunisia + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Game; Spiel; Spiele; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Tunesien
Abstract	Background: Maintaining physical distancing is one of the most important steps to enforce in educational institutions to reduce the risk of transmission of COVID-19. However, close proximity and physical contact between students are often considered 'normal' during physical education (PE) classes, making it challenging for PE teachers to ensure physical distancing. Objectives: The aim of this study was to assess the effect of the implementation of the Good Behaviour Game (GBG) in maintaining physical distancing in PE settings in times of the COVID-19 pandemic. Method: In a quasi-experimental design, two groups were separately designated as an experimental group (20 classes involving 220 students) and a control group (20 classes involving 231 students). They were all enrolled in the eighth grade of the Tunisian education system. In the experimental group, the PE teacher managed physical distancing by administering the GBG. Physical distancing was evaluated by direct observation of videos of filmed PE sessions using a code grid. It was measured twice for the two groups using Kinovea software. Results: Quantitative data analyses showed that the level of maintaining physical distancing increased after the GBG intervention in the experimental group (p<0.001). Furthermore, greater percent changes between pre- and postintervention were identified in the experimental group compared to the control group (120% vs 1%, respectively). Conclusion: The GBG was effective in ensuring students' physical distancing when implemented in PE settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01