Physical Activity Levels in Coed and Same-Sex Physical Education Using the Tactical Games Model


  • Skip M. Williams Illinois State University
  • James C. Hannon West Virginia University



MVPA, Adolescents, Junior High, Accelerometers, Single-Gender, Tactical Games


This study compared physical activity levels of junior high school physical education students participating in coeducational and same-sex PE classes that followed the Tactical Games Model. A total of 446 students, aged 11 to 16 years old, enrolled in the seventh to ninth grades from one junior high school participated. Each student participated in four team sport units while wearing an accelerometer. All lessons followed the Tactical Games instructional model. Four three-way between-subjects analyses of variance were conducted as a method of evaluating the effect of gender, class setting, and grade on PE students’ PA levels for each sport unit. There was not a significant difference in PA for males by setting or sport unit. During the volleyball, flag football, and soccer unit, there was a nonsignificant difference between female students in the same-sex setting and between female and male students in the coeducational setting for percentage of time spent in MVPA. Results suggest setting does not affect MVPA time of males but does affect that of females depending on sport. Results also suggest that males spend more time in MVPA than females regardless of setting and sport unit.

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Author Biographies

Skip M. Williams, Illinois State University

Associate Professor in the School of Kinesiology and Recreation

James C. Hannon, West Virginia University

Assistant Dean and Professor in the College of Physical Activity and Sport Sciences.