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( Balasekaran Govindasamy ),( Ifran Ismail ),( Dianna Thor ) 중앙대학교 학교체육연구소 2015 Asian Journal of Physical Education of Sport Scien Vol.3 No.1
Purpose: To compare the effectiveness of Physical Education (PE) lessons which are games-based (GB) as opposed to structured lessons like interval training (IT) in improving adolescents’ aerobic fitness. Methods: Fifty-eight male participants were randomly assigned to either the GB (n=27, age 15.6 ± 0.52 years) or IT (n=31, age 15.6 ± 0.72 years) PE class. Both groups underwent 4 weeks of prescribed PE lessons according to the group they were in. There was one 1-hr PE lesson a week for both groups. GB training consisted of 2 bouts of 15-minute gameplay with 5 minutes active rest periods; IT training consisted of 5 sets of 375-metres run with 2 minutes’ rest interval. The 2.4km timing of each participant was taken at pre- and post-PE intervention as a means to assess the aerobic fitness of the participants. Participants were told to follow the usual physical activities schedules and not to increase any physical activities throughout the intervention period. Rate of perceived exertion (RPE) using the children’s OMNI Scale of Perceived Exertion was recorded during all training sessions. Results: Both groups were not significantly different in 2.4 km timings before they started the intervention (p<0.05). Pre-post-intervention 2.4 km run test results showed significant improvements in both groups (GB, from 14.95 ± 3.94 to 13.96 ± 2.72 minutes, t(26)=2.513, p<0.05); (IT from 14.20 ± 4.2 to 13.04 ± 1.7 minutes, t(30)=3.721, p<0.05). Separate independent t-test results showed no significant difference for between-group post-2.4km run test, t(56)=1.573, p=0.135. Conclusion: Both games-based and interval training Physical Education lessons may be employed to improve the 2.4km run time among adolescents. However, to increases students’ motivation and to make aerobic training more enjoyable, PE teachers may use small-sided games as it will also improve students’ skills and fitness.
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