title: The PLUNGE randomized controlled trial: evaluation of a games-based physical activity professional learning program in primary school physical education.
abstract: OBJECTIVE
  To evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence.
  
  
  METHODS
  A cluster-randomized controlled trial involving one year six class each from seven primary schools (n=168; mean age=11.2 years, SD=1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n=97 students) or the 7-week wait-list control (n=71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children).
  
  
  RESULTS
  Linear mixed models revealed significant group-by-time intervention effects (all p<0.05) for object control competency (effect size: d=0.9), and in-class pedometer steps/min (d=1.0). No significant intervention effects (p>0.05) were observed for perceived sporting competence.
  
  
  CONCLUSIONS
  The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students.
authors: School of Education, University of Newcastle, Newcastle, Australia. Electronic address: Andrew.miller@newcastle.edu.au.
authors: Andrew
authors: A
authors: Miller
authors: School of Education, University of Newcastle, Newcastle, Australia. Electronic address: Erin.m.christensen@newcastle.edu.au.
authors: Erin M
authors: EM
authors: Christensen
authors: School of Education, University of Newcastle, Newcastle, Australia. Electronic address: Narelle.eather@newcastle.edu.au.
authors: Narelle
authors: N
authors: Eather
authors: PE & Health Science, University of Edinburgh, Edinburgh, United Kingdom. Electronic address: jsproule@staffmail.ed.ac.uk.
authors: John
authors: J
authors: Sproule
authors: School of Education, University of Newcastle, Newcastle, Australia. Electronic address: Laura.Annis-Brown@uon.edu.au.
authors: Laura
authors: L
authors: Annis-Brown
authors: School of Education, University of Newcastle, Newcastle, Australia. Electronic address: David.Lubans@newcastle.edu.au.
authors: David Revalds
authors: DR
authors: Lubans
mesh_terms: D000293:Adolescent; D002648:Child; D005260:Female; D000068957:Games, Recreational; D006801:Humans; D016014:Linear Models; D008297:Male; D008991:Monitoring, Physiologic / Q000295:instrumentation / Q000379:methods; D009043:Motor Activity; D009048:Motor Skills; D009517:New South Wales; D010806:Physical Education and Training / Q000379:methods* / Q000592:standards; D015397:Program Evaluation; D012574:Schools / Q000592:standards; D012649:Self Concept; D013177:Sports / Q000193:education / Q000523:psychology* / Q000706:statistics & numerical data; D013192:Staff Development / Q000379:methods; D013663:Teaching / Q000379:methods* / Q000592:standards; D000078329:Workforce
keywords: Game centered; Motor skills; Pedometer; Primary school; Teacher development