Effect of Sport Education Intervention in University Required Physical Education: Cluster Randomized Trial of Students' Perceived Physical Literacy and Physical Activity Levels
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 410
- 试验地点
- 1
- 主要终点
- Self-report Physical Activity Levels
研究概览
简要总结
This project examines the effects of implementing sport education model in university required physical education lessons on perceived physical literacy and physical activity levels of the students.
详细描述
Scholars suggested the practical application of sport education could operationalize physical literacy that some features of this pedagogical model are positively associated to the development and attributes of physical literacy. However, there is no further supplement on the curriculum and pedagogical method for physical educators to develop students as physically literate individuals. Compared to primary school students and adolescents, university students are at the stage of transition from compulsory physical education in secondary school to more self-initiated physical lifestyle in adulthood. It is therefore important that they develop physical literacy as well as a positive attitude towards physical activity. Unfortunately, despite its importance, physical literacy among university students is insufficiently investigated. In view of the above, this study employs a cluster randomized trial design to examine the effectiveness of sport education model delivered in the required physical education lessons at the university level to eligible students. The investigation focuses on the pre- and post-test and follow-up difference to see whether there are differences on perceived motivational climate, situational motivation, and their corresponding outcome of perceived PL, PA enjoyment and, self-report and objective PA levels. Also, this study investigates the fitness instruction time by videotaping and coding during every PE lesson from both groups. This study would be significant that the findings could establish the importance on physical literacy development through sport education model as well as develop students' physical literacy and positive attitude towards physical activity.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Physical education classes: universities in Hong Kong which are funded by the University Grants Committee and provides required PE lessons.
- •Lecturers: graduated from master's degree or above, more than 5 years of teaching experience, in addition with the attendance of 12-hour continuing professional development workshop on Sport Education curriculum.
- •Students: aged 18 or above, enrolled in 1-credit required physical education lessons and indicated all statements negatively in the self-screening Physical Activity Readiness Questionnaire (The Canadian Society for Exercise Physiology, 2017).
排除标准
- •did not wish to participate;
- •have currently used their own wearable activity tracker;
- •indicated any major physical, psychiatric, or cardiovascular-related problems diagnosed by a physician.
结局指标
主要结局
Self-report Physical Activity Levels
时间窗: Change from Baseline Self-report Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week)
The globally standardized and validated International Physical Activity Questionnaire - short form was used to measure self-reported physical activity levels. Four generic items of vigorous, moderate, walking and sitting were included to obtain the physical activity levels from the participants. Example items included: During the last 7 days, on how many days did you do vigorous physical activities like heavy lifting, digging, aerobics, or fast bicycling (vigorous)? They are required to answer the total duration of different types of physical activity which was at least 10 uninterrupted minutes in the last 7 days. The following values continue to be used for the analysis: Walking = 3.3 METs, Moderate PA = 4.0 METs and Vigorous PA = 8.0 METs. The metabolic equivalent minutes/ week (MET-minutes/week) was calculated by this formula: 8 \* vigorous-intensity activity minutes \* days + 4 \* moderate-intensity activity minutes \* days + 3.3 \* walking-intensity activity minutes \* days.
Objective Physical Activity Levels
时间窗: Change from Baseline Objective Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week)
The accelerometers (Actigraph GT3X+) will be used in this study to measure the dynamic range from -6 to +6 with 3 axes and 3mg/ LSB of sensitivity. A sub-sample of 64 participants was randomly selected to wear accelerometers to measure their objective physical activity levels for at least 8 hours per day, in 7 consecutive days (ActiGraph LLC, Pensacola, FL, USA). The data will be uploaded onto the computer and analyzed by ActiLife 6 software. Only 47 of their data were analyzed because the participants met the eligibility of wearing at least 8 hours per day in at least 5 days. Participants' objective physical activity levels will be categorized as sedentary, light, moderate or vigorous. Accordingly, metabolic equivalents were calculated automatically in its software that a higher value represents a better outcome.
次要结局
- Motivational Climate(Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up))
- Situational Motivation(Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up))
- Perceived Physical Literacy(Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up))
- Physical Activity Enjoyment(Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up))
- Fitness Instruction Time of Physical Education Lessons(The 1st lesson (Baseline) to the 10th lesson (11th week))
研究者
Choi Siu Ming
PhD Student, Department of Sports Science and Physical Education, Principal Investigator
Chinese University of Hong Kong