Peer Leadership for Physical Literacy

Not Applicable

Completed

• Conditions: Leadership; Physical Activity
• Interventions: Behavioral: Leadership Intervention

• Registration Number: NCT03783767
• Lead Sponsor: University of British Columbia

Brief Summary

The purpose of the proposed research is to develop, implement, and test the efficacy of a theory-driven evidence-based peer leadership program for elementary school students (Grade 6/7; age 11/12 years) in relation to (a) their own leadership skills and their leadership self-efficacy (i.e., confidence to lead), as well as (b) the physical literacy of younger (Grade 3/4; age 8/9) students with whom they are partnered.

Detailed Description

Not available

Basic Information
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Recruitment & Eligibility
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Study & Design
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Trial Locations

Study Timeline

• Study First Submitted: 2018-12-17
• Study First Submitted QC: 2018-12-19
• Study First Posted: 2018-12-21
• Study Start: 2019-01-07
• Primary Completion: 2020-01-24
• Study Completion: 2020-01-24
• Status Verified: 2022-04
• Last Update Submitted: 2022-04-21
• Last Update Posted: 2022-04-25

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 359

Inclusion Criteria

• Participants must be teachers (Grade 6/7) and students (Grade 3,4, 6 or 7) in elementary schools in the Lower Mainland of British Columbia.
• Students must have a basic working knowledge of English.

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Exclusion Criteria

• There are no exclusion criteria that would exclude anyone who otherwise meets the inclusion criteria specified above

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Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Leadership Intervention Group	Leadership Intervention	Teachers in the intervention group will receive a half day workshop from a member of the research team. These teachers will then provide a four week training program to Grade 6/7 students, who will then deliver a 10-week fundamental movement skill (FMS) training program to Grade 3/4 students.

Primary Outcome Measures

Name	Time	Method
Teacher's rating of their student's transformational leadership using the Transformational Teaching Questionnaire	Change from Baseline Transformational Leadership at 6 months (Post Intervention)	Transformational leadership by Grade 6/7 peer leaders will be assessed by teachers using an adaption version of the Transformational Teaching Questionnaire (Beauchamp et al., 2010). This abbreviated measures has been used in our previous studies which demonstrated sound reliability (cronbach alpha \> 0.89).

Secondary Outcome Measures

Name	Time	Method
Grade 3/4 self-reported Perceived Competence using the Perceived Competence measure developed by Sebire and colleagues (2013)	Change from Baseline Intrinsic Motivation at 6 months (Post Intervention)	Grade 3/4 Perceived Competence will be measured by a questionnaire developed by Sebire and colleagues (2013) for specific use in school physical education settings with young children. This measure has been shown to display sound reliability (cronbach alpha = 0.72).
Self-Rated Leadership Self-Efficacy using a ten-item questionnaire	Change from Baseline Leadership Self-Efficacy at 6 months (Post Intervention)	Leadership Self-Efficacy by Grade 6/7 peer leaders will be assessed using a ten-item leadership self-efficacy measure using Bandura's (2006) recommended procedures for assessing self-efficacy.
Grade 3/4 student self reported intrinsic motivation using the Intrinsic motivation measure by Sebire and colleagues (2013)	Change from Baseline Intrinsic Motivation at 6 months (Post Intervention)	Intrinsic motivation among Grade 3/4 students will be assessed using the Intrinsic Motivation measure developed by Sebire and colleagues (2013) for specific use with young children in school physical education settings. This measure displays sound reliability (cronbach alpha = 0.77), as well as factorial validity.
Physical Self Description Questionnaire (Marsh et al., 2010) will assess Grade 3/4 self-reported self-concept	Change from Baseline Self-Concept at 6 months (Post Intervention)	The Physical Self Description Questionnaire is a self-report measure for Grade 3/4 students that has sound reliability and factorial validity.
Fundamental Movement Skills Competence assessed via the Test of Gross Motor Development (3rd edition) and product scores (throw/kick speed, successful number of catches)	Change from Baseline Fundamental Movement Skills at 6 months (Post Intervention)	The kick, throw and a combination throwing/catching test will be performed. Skills will be videoed so that raters can assess the process of each movement and score according to predefined criteria of the Test of Gross Motor Development 3rd edition (Ulrich and Webster, 2017). Our assessment will also enable us to assess maximal kicking and throwing speed. The combination throwing/catching test will be performed for two trials of 30 seconds each, with scores assigned based on the number of successful catches each participant completes.
School Day Physical Activity will be assessed in Grade 3/4 students using hip worn GT3X+ accelerometers	Change from Baseline School Day Physical Activity at 6 Months (Post Intervention)	A subsample of Grade 3/4 students will be randomly selected to wear an accelerometer for one school week (5 days) during the school day only.

Trial Locations

Locations (1)

Psychology of Exercise, Health, and Physical Activity Laboratory; 🇨🇦 Vancouver, British Columbia, Canada