Games based professional learning for primary school teachers for the improvement of teaching quality and student outcomes of physical skills and self-perception during physical education.

Teacher professional development intervention focusing on the use of a game centered approach for teaching primary Physical Education. Intervention involves: 1- Teacher professional learning: A 2.5 hour theory based group professional learning seminar covering: i) Physical activity research findings and theoretical grounding for improving students’ skills, ii) Game Centered Approach (GCA) background, iii) GCA comparison to a direct instruction methodology and the connection of a GCA to the existing NSW PDHPE syllabus, iv) using a constraints led approach to guide a PE lesson, v) the use of questioning to assist student cognition, vi) concepts of quality PE teaching including Active Learning Time (ALT), classroom management for improved ALT and enhanced skills learning, and identification and use of Teachable Moments in PE classes. The professional learning component of the PLUNGE intervention is based on the training model of PD, in which content is delivered to teachers in a passive manner, with controlled, standardized content delivery. 2- Teacher mentoring: Consultation regarding the presentation of researcher developed GCA curriculum across the 6 week delivery phase, and in-class scaffolding and feedback of curriculum delivery for the first 4 weeks of the program. Mentoring ensures the teachers involved understand the format and purpose of the designed lessons, and for teachers to observe, undertake, problem solve and trouble shoot more effective PE practice with an academic partner, in the authentic context of their own scheduled physical education lessons (4 x 1 hour). Mentoring begins the week following the professional learning group seminar (1 week between seminar and mentoring).