Long-term Evaluation of the Effectiveness of an Intervention Program for Physical Education Teachers Aimed At Increasing Adolescents' Motivation and Physical Activity During Leisure Time
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 400
- 试验地点
- 1
- 主要终点
- Adolescents' participation in leisure time moderate-to-vigorous physical activity (MVPA)
研究概览
简要总结
This project aims to develop a three-month face-to-face and web-based intervention program for physical education (PE) teachers to increase autonomy, competence, and relatedness supportive behaviour toward their students and to avoid the respective need-thwarting behaviours toward their students. The effectiveness of the intervention program is examined at multiple time points during the three-month period. After the intervention program, it is expected that the experimental group students demonstrate significantly higher intrinsic motivation toward physical activity (PA) and are significantly more physically active, as measured by accelerometers, compared to control group students. Additionally, unique effects of autonomy, competence, and relatedness support interventions on students' intrinsic motivation and PA will be investigated. This project provides highly valuable input for PE teacher training to increase students' intrinsic motivation and their overall PA.
详细描述
Aim of the study
The main objective of the project is to develop and test the main and combined effects of the PE teachers' face-to-face and web-based need-supportive intervention on Grade 6 to 7 adolescents' leisure time PA. The secondary objective of the project is to test the unique effects of interventions focused on support for each psychological need (i.e., autonomy, competence, and relatedness) separately.
Detailed Description
Background
Research has consistently demonstrated that regular PA is associated with several cognitive, psychological, mental, and physical benefits among adolescents (Rodriguez Ayllon et al., 2019). However, PA levels among adolescents are low worldwide (Sluijs et al., 2021) and tend to decrease with age (Farooq et al., 2018). Low PA during childhood and adolescence increases the risk of chronic diseases in adulthood, leading to higher morbidity and lower quality of life (Mavrovouniotis, 2012). Consequently, researchers aim to identify psychological antecedents of PA to inform effective interventions.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 盲法
- Single (Investigator)
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Eligible participants will be qualified full-time secondary school PE teachers and their 6th to 7th grade students, without restrictions on their participation in PE classes.
排除标准
- •Students who do not participate in PE classes for health reasons.
结局指标
主要结局
Adolescents' participation in leisure time moderate-to-vigorous physical activity (MVPA)
时间窗: Baseline vs. one-month vs. three-month follow-up
Behavioural Measure: The primary behavioural outcome measure is adolescents' participation in leisure time moderate-to-vigorous physical activity (MVPA), which will be assessed using Actigraph GT3X accelerometers at baseline, one-month follow-up, and three-month follow-up. In the current study, adolescents' MVPA is measured due to its recognized health benefits, such as improved mental health, enhanced cardiorespiratory fitness, and reduced fat gain among adolescents (Grgic et al., 2018). This project focuses on promoting adolescents' MVPA during their leisure time; therefore, accelerometer data collected during the school day will be excluded from the analyses. Additionally, accelerometer diary data will be utilized to identify the duration of MVPA in both in-school and out-of-school contexts.
Adolescents' Psychological Measures
时间窗: Baseline vs. one-month vs. three-month follow-up
Psychological Measures: The self-reported questionnaire includes variables from the trans-contextual model of motivation, such as perceptions of (de-)motivating teaching, assessed using the Situations in School Questionnaire (SIS; Aelterman et al., 2019), adapted to the physical education (PE) context (Diloy-Peña et al., 2023). It will also assess psychological need satisfaction and frustration in PE (Haerens et al., 2015), different forms of motivation in PE (Goudas et al., 1994), and various forms of motivation in the leisure time physical activity context (Ryan \& Connell, 1989). Additionally, it will measure attitudes, subjective norms, perceived behavioural control, and intentions for leisure time physical activity (Ajzen, 2003), as well as self-reported physical activity (Godin \& Shephard, 1985). Previous research has supported the validity of these measures in an Estonian adolescent sample (Kalajas-Tilga et al., 2022).
PE Teacher Level Measures
时间窗: Baseline vs. one-month vs. three-month follow-up
The PE teachers' questionnaire includes self-reported measures of (de-)motivating teaching, assessed using the Situations in School Questionnaire (SIS; Aelterman et al., 2019), adapted to the physical education (PE) context (Diloy-Peña et al., 2023).
次要结局
未报告次要终点
研究者
Hasso Paap
Junior Research Fellow in Movement Education
University of Tartu