Motor learning theory-supported physical education lessons that improve teaching practices and children's physical activities (SAMPLE-PE).

The purpose of this research was to evaluate children's moderate-to-vigorous physical activity (MVPA) and associated teaching strategies in primary physical education using both linear and nonlinear pedagogies and to compare the results with the way physical education is currently taught in primary schools. The study included 135 participants (67% girls) with an average age of 7.5 = 0.4 years. 47% of the children were overweight or obese. Due to time constraints, we were unable to measure BMI in 13 Linear Pedagogy students, 14 Nonlinear Pedagogy students, and 19 Linear Pedagogy students. Each of the 15 classrooms that participated in physical education was observed twice. A total of 12 PE lessons were recorded when two classes in the control group conducted one PE lesson together, which was scored using SOFIT+ and analyzed alongside children's physical activity data. The level of physical education during physical activity was measured in 40 students (21 girls) from the Control group, 40 students (22 girls) from the Nonlinear pedagogy group, and 40 students (21 girls) from the Linear pedagogy group. Regarding the MVPA levels of the children during physical education, there were no differences seen between the Linear Pedagogy, Nonlinear Pedagogy, and Control groups. When comparing Linear and Nonlinear interventions to control groups, the former typically exhibited higher percentages of MVPA that encouraged teaching behaviors and lower percentages that decreased teaching practices. In physical education, both linear and nonlinear instructional approaches did not negatively affect MVPA as compared to standard practice. To improve movement competency and MVPA simultaneously, practitioners might need to make certain adjustments to this pedagogical strategy. [ABSTRACT FROM AUTHOR]