Effects of two physical education programmes on health- and skill-related physical fitness of Albanian children

• Published in: Journal of sports sciences Vol. 34; no. 1; pp. 35 - 46
• Main Authors: Jarani, J., Grøntved, A., Muca, F., Spahi, A., Qefalia, D., Ushtelenca, K., Kasa, A., Caporossi, D., Gallotta, M. C.
• Format: Journal Article
• Language: English
• Published: England Routledge 01.01.2016; Taylor & Francis Ltd
• Subjects: Albania; Cardiorespiratory fitness; Cardiovascular Physiological Phenomena; Child; Children; Children & youth; coordination skills; Effects; Exercise; Exercise Test; Female; Games; Games, Recreational; Health Status; Heart Rate; Humans; Intervention; Male; Motor skill; Motor Skills; physical activity; Physical education; Physical Education and Training - methods; physical education programme; Physical fitness; Physical Fitness - physiology; physical fitness components; Physical training; Respiratory Physiological Phenomena; Skills; Albania; cardiorespiratory fitness; physical education programme; coordination skills; physical fitness components; physical activity
• ISSN: 0264-0414; 1466-447X
• DOI: 10.1080/02640414.2015.1031161

This study aims to evaluate the effectiveness of two school-based physical education (PE) programmes (exercise-based and games-based) compared with traditional PE, on health- and skill-related physical fitness components in children in Tirana, Albania. Participants were 378 first-grade (6.8 years) and 389 fourth-grade (9.8 years) children attending four randomly selected schools in Tirana. Twenty-four school classes within these schools were randomly selected (stratified by school and school grade) to participate as exercise group (EG), games group (GG) and control group (CG). Both EG and GG intervention programmes were taught by professional PE teachers using station/circuit teaching framework while CG referred to traditional PE school lessons by a general teacher. All programmes ran in parallel and lasted 5 months, having the same frequency (twice weekly) and duration (45 min). Heart rate (HR) monitoring showed that intensity during PE lessons was significantly higher in the intervention groups compared with control (P < 0.001). Both PE exercise- and games programmes significantly improved several health- and skill-related fitness indicators compared with traditional PE lessons (e.g. gross motor skill summary score: 9.4 (95% CI 7.9; 10.9) for exercise vs. control and 6.5 (95% CI 5.1; 8.1) for games vs. control, cardiorespiratory fitness: 2.0 ml O 2  · min −1  · kg −1 (95% CI 1.5; 2.4) for exercise vs. control and 1.4 ml O 2  · min −1  · kg −1 (95% CI 1.0; 1.8) for games vs. control). Furthermore, compared to games-based PE, exercise-based PE showed more positive changes in some gross motor coordination skills outcomes, coordination skills outcomes and cardiorespiratory fitness. The results from this study show that exercise- and games-based PE represents a useful strategy for improving health- and skill-related physical fitness in Albanian elementary school children. In addition, the study shows that exercise-based PE was more effective than games-based PE in improving gross motor function and cardiorespiratory fitness.