Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children’s Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE)

Background: School-based interventions are a key opportunity to improve children’s physical activity (PA); however, there is lack of evidence about how pedagogical approaches motor learning in education (PE) might affect PA children. Therefore, this study aimed assess different PE PA. Methods: Participants (n = 360, 5–6 years) from 12 primary schools within the SAMPLE-PE randomized controlled trial were randomly allocated either Linear Pedagogy (LP: n 3) or Nonlinear (NP: interventions, where received 15-week intervention delivered by trained coaches, control group 6), followed usual practice. ActiGraph GT9X accelerometers used metrics (moderate-to-vigorous PA, mean raw acceleration and lowest over most active hour half hour) whole segmented weeks at baseline, immediately post-intervention 6 months follow-up. Intention treat analysis employing multilevel modelling was effects. Results: LP NP did not significantly levels compared group. Conclusion: based on alone be effective improving habitual