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School-based interventions are a key opportunity to improve children's physical activity (PA); however, there is lack of evidence about how pedagogical approaches to motor learning in physical education (PE) might affect PA in children. Therefore, this study aimed to assess how different pedagogical approaches in PE might affect children's PA. Participants ( = 360, 5-6 years) from 12 primary schools within the SAMPLE-PE randomized controlled trial were randomly allocated to either Linear Pedagogy (LP = 3) or Nonlinear Pedagogy (NP = 3) i
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