Evidence map›Paper›PMID 38603448›Full record

ArticleHealth education journal2023

The Good Behaviour Game: Maintaining students' physical distancing in physical education classes during the COVID-19 pandemic.

Olfa Tounsi, Abdessalem Koubaa, Omar Trabelsi, Liwa Masmoudi, Bessem Mkaouer, Khaled Trabelsi, Haitham Jahrami, Cain Ct Clark, Mourad Bahloul

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PubMed Full text at PMC Publisher
In one paragraph

Article in Health education journal, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
1.5field-weighted citation impact, top 19% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed, 2 citations in OpenAlex.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors at 5 institutions in 3 countries.

Olfa TounsiECOTIDI UR 16ES10, Higher Institute of Education and Continuing Training, Virtual University, Tunis, Tunisia.ORCID https://orcid.org/0000-0001-9867-7906
Abdessalem KoubaaEducation, Motor Skills, Sport and Health, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.
Omar TrabelsiResearch Unit: Physical Activity, Sport and Health, UR18JS01, National Observatory of Sport, Tunis, Tunisia.
Liwa MasmoudiEducation, Motor Skills, Sport and Health, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.
Bessem MkaouerDepartment of Individual Sports, Higher Institute of Sport and Physical Education of Ksar Said, Manouba University, Manouba, Tunisia.
Khaled TrabelsiEducation, Motor Skills, Sport and Health, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.
Haitham JahramiCollege of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain.
Cain Ct ClarkCentre for Intelligent Healthcare, Coventry University, Coventry, UK.ORCID https://orcid.org/0000-0002-6610-4617
Mourad BahloulHigher Institute of Business Administration, University of Sfax, Sfax, Tunisia.
University of Sfax · TNArabian Gulf University · BHIntelligent Health (United Kingdom) · GBManouba University · TNVirtual University of Tunis · TN

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Maintaining physical distancing is one of the most important steps to enforce in educational institutions to reduce the risk of transmission of COVID-19. However, close proximity and physical contact between students are often considered 'normal' during physical education (PE) classes, making it challenging for PE teachers to ensure physical distancing. Objectives: The aim of this study was to assess the effect of the implementation of the Good Behaviour Game (GBG) in maintaining physical distancing in PE settings in times of the COVID-19 pandemic. Method: In a quasi-experimental design, two groups were separately designated as an experimental group (20 classes involving 220 students) and a control group (20 classes involving 231 students). They were all enrolled in the eighth grade of the Tunisian education system. In the experimental group, the PE teacher managed physical distancing by administering the GBG. Physical distancing was evaluated by direct observation of videos of filmed PE sessions using a code grid. It was measured twice for the two groups using Kinovea software. Results: Quantitative data analyses showed that the level of maintaining physical distancing increased after the GBG intervention in the experimental group ( Conclusion: The GBG was effective in ensuring students' physical distancing when implemented in PE settings.

Indexed as

Game-based learningGood Behaviour Gamephysical educationsocial distancingTunisia

Identifiers

PMID38603448
PMCPMC9843150
OpenAlexW4319839702

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.