- ICH GCP
- Registr klinických studií v USA
- Klinická studie NCT03888885
Effect of Sport Education in University Required PE on Students' Perceived Physical Literacy and Physical Activity Level
1. července 2022 aktualizováno: Choi Siu Ming, Chinese University of Hong Kong
Effect of Sport Education Intervention in University Required Physical Education: Cluster Randomized Trial of Students' Perceived Physical Literacy and Physical Activity Levels
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.
Přehled studie
Postavení
Dokončeno
Podmínky
Intervence / Léčba
Detailní popis
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.
Typ studie
Intervenční
Zápis (Aktuální)
410
Fáze
- Nelze použít
Kontakty a umístění
Tato část poskytuje kontaktní údaje pro ty, kteří studii provádějí, a informace o tom, kde se tato studie provádí.
Studijní místa
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Hong Kong, Hongkong
- The Chinese University of Hong Kong
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Kritéria účasti
Výzkumníci hledají lidi, kteří odpovídají určitému popisu, kterému se říká kritéria způsobilosti. Některé příklady těchto kritérií jsou celkový zdravotní stav osoby nebo předchozí léčba.
Kritéria způsobilosti
Věk způsobilý ke studiu
18 let a starší (Dospělý, Starší dospělý)
Přijímá zdravé dobrovolníky
Ano
Pohlaví způsobilá ke studiu
Všechno
Popis
Inclusion Criteria:
- 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).
Exclusion Criteria:
- 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.
Studijní plán
Tato část poskytuje podrobnosti o studijním plánu, včetně toho, jak je studie navržena a co studie měří.
Jak je studie koncipována?
Detaily designu
- Primární účel: Léčba
- Přidělení: Randomizované
- Intervenční model: Paralelní přiřazení
- Maskování: Singl
Zbraně a zásahy
Skupina účastníků / Arm |
Intervence / Léčba |
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Experimentální: Sport Education Group
Participants participated in the required physical education lessons which were delivered in a season of sport education model for 10 lessons.
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A total number of 25 lecturers participated in the 12-hour CPD workshop on Sport Education curriculum on June 2018.
The content of the workshop focused on the development of a Sport Education season, the changing roles of teachers and students, the assessment of personal and social responsibility, and the application of sport education season and related pedagogies on handball, badminton, swimming and physical conditioning.
The Sport Education courseware and class materials were then designed by the eligible lecturers.
The intervention was lasted for 10-lesson, 1-day per week and the duration for each lesson was around 90 minutes.
The specific five phases in Sport Education model of team selection, teacher-directed, pre-season, formal competition and cumulating event were included.
The eligible lecturers led the lessons according to the designated course wares and lesson plans for each sport.
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Žádný zásah: Control Group
Participants received no intervention treatment.
They were asked to attend in normal physical education classes for the same period of time.
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Co je měření studie?
Primární výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
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Self-report Physical Activity Levels
Časové okno: Change from Baseline Self-report Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week)
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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.
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Change from Baseline Self-report Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week)
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Objective Physical Activity Levels
Časové okno: Change from Baseline Objective Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week)
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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.
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Change from Baseline Objective Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week)
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Sekundární výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
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Motivational Climate
Časové okno: Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up)
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The 34-item Empowering and Disempowering Motivational Climate Questionnaire in Physical Education was based on achievement goal theory and self-determination theory to assess students' perception of the motivational climate of empowering and disempowering features created by their physical education teachers.
Participants responded to the instrument on a 1 to 5 Likert scale (1 = strongly disagree and 5 = strongly agree).
The total subscale score range was 17 - 85 that higher values represent a better outcome in the empowering subscale and vice versa for the disempowering.
Milton et al. (2018) clarified the questionnaire is internally consistent (α = 0.82 - 0.91) and factorial and construct validity.
The empowering and disempowering scores were first summed up by their accordance item and the descriptive average scores were then calculated.
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Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up)
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Situational Motivation
Časové okno: Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up)
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The Situational Motivation Scale was used to measure participants' situational intrinsic and extrinsic motivation while performing given physical activities.
Participants responded to the instrument on a 7-point Likert scale (1 = not at all true and 7 = very true).
The total subscale score range was 4 - 28 that higher values represent a better outcome for all subscales.
Example items include: (a) this activity is fun (intrinsic motivation); (b) I believe this activity is important for me (identified regulation); (c) I don't have any choice (external regulation); and (d) I do this activity, but I am not sure it is a good thing to pursue it (amotivation).
It illustrated that it has adequate internal consistency (α = 0.77-0.95) and construct validity in physical activity settings among college students aged from 18 - 22 years (mean age = 18.9).
The motivational spectrum scores were first summed up by their accordance item and the descriptive average scores were then calculated.
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Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up)
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Perceived Physical Literacy
Časové okno: Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up)
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The Perceived Physical Literacy Instrument is a 9-item instrument which is used to measure both teachers' and adolescents' perceived physical literacy.
Participants responded to the instrument on a 1 to 5 Likert scale (1 = strongly disagree and 5 = strongly agree).
The total subscale score range was 3 - 15 that higher values represent a better outcome for all subscales.
Example statements include: (a) I am physically fit, in accordance with my age (sense of self and self-confidence); (b) I have strong social skills (self-expression and communication with others); (c) I am aware of the benefits of sports related to health (knowledge and understanding).
The scale scores are reliable with the internal consistency from .73 to .76.
The scores were first summed up by their accordance item and the descriptive average scores were then calculated.
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Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up)
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Physical Activity Enjoyment
Časové okno: Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up)
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The Physical Activity Enjoyment Scale is designed to measure how much a student enjoys participating in physical activity.
Participants responded to the 16-items instrument on a 5-point Likert scale (1 = disagree a lot and 5 = agree a lot).
The total subscale score range was 9 - 45 for positive and 7 - 35 for negative that higher values represent a better outcome in the positive subscale and vice versa for the negative.
There are nine positive items such as "I find it pleasurable", "It gives me energy" and seven negative items such as "I dislike it", "It is not fun at all".
Participants receive high scores on positive items and low scores on negative items would indicate a high enjoyment of physical activity.
Motl et al. (2001) established adequate internal consistency (α = 0.81-0.86),
and factorial and construct validity.
The positive and negative scores were first summed up by their accordance item and the descriptive average scores were then calculated.
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Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up)
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Fitness Instruction Time of Physical Education Lessons
Časové okno: The 1st lesson (Baseline) to the 10th lesson (11th week)
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The Fitness instruction time was measured using the System for Observing Fitness Instruction Time (SOFIT; McKenzie et al., 1992) which is a validated and reliable momentary time sampling and interval observation instrument to gather quantitative data for assessing physical activity during PE lessons.
SOFIT includes three intensities of students' physical activity levels, lesson context, and teacher behavior.
Each category is coded using interval coding every 20 seconds (10 seconds observe; 10 seconds record) throughout the lesson.
The observer decides on what is occurring at the moment an observation interval ends.
Physical activity level, lesson content, and teacher behavior were measured as a percentage of physical education lesson time.
Each outcome measure was then measured by averaging the percentage of physical education lesson time across the first to the tenth lesson.
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The 1st lesson (Baseline) to the 10th lesson (11th week)
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Spolupracovníci a vyšetřovatelé
Zde najdete lidi a organizace zapojené do této studie.
Sponzor
Vyšetřovatelé
- Vrchní vyšetřovatel: Kim Wai Raymond Sum, EdD, Chinese University of Hong Kong
- Vrchní vyšetřovatel: Siu Ming Choi, PhD, Chinese University of Hong Kong
Publikace a užitečné odkazy
Osoba odpovědná za zadávání informací o studiu tyto publikace poskytuje dobrovolně. Mohou se týkat čehokoli, co souvisí se studiem.
Obecné publikace
- Craig CL, Marshall AL, Sjostrom M, Bauman AE, Booth ML, Ainsworth BE, Pratt M, Ekelund U, Yngve A, Sallis JF, Oja P. International physical activity questionnaire: 12-country reliability and validity. Med Sci Sports Exerc. 2003 Aug;35(8):1381-95. doi: 10.1249/01.MSS.0000078924.61453.FB.
- Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000 Jan;55(1):68-78. doi: 10.1037//0003-066x.55.1.68.
- Motl RW, Dishman RK, Saunders R, Dowda M, Felton G, Pate RR. Measuring enjoyment of physical activity in adolescent girls. Am J Prev Med. 2001 Aug;21(2):110-7. doi: 10.1016/s0749-3797(01)00326-9. Erratum In: Am J Prev Med 2001 Nov;21(4):332.
- Booth M. Assessment of physical activity: an international perspective. Res Q Exerc Sport. 2000 Jun;71 Suppl 2:114-20. doi: 10.1080/02701367.2000.11082794. No abstract available.
- Hastie, P., & Wallhead, T. (2015). Operationalizing physical literacy through sport education. Journal of Sport and Health Science, 4(2), 132-138. doi:10.1016/j.jshs.2015.04.001
- McKenzie, T. L., Sallis, J. F., & Nader, P. R. (1992). SOFIT: System for observing fitness instruction time. Journal of teaching in physical Education, 11(2), 195-205.
- Milton, D., Appleton, P. R., Bryant, A., & Duda, J. L. (2018). Initial Validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in Physical Education. Journal of Teaching in Physical Education, 37(4), 340-351.
- Sum RK, Ha AS, Cheng CF, Chung PK, Yiu KT, Kuo CC, Yu CK, Wang FJ. Construction and Validation of a Perceived Physical Literacy Instrument for Physical Education Teachers. PLoS One. 2016 May 19;11(5):e0155610. doi: 10.1371/journal.pone.0155610. eCollection 2016.
- Sum RKW, Cheng CF, Wallhead T, Kuo CC, Wang FJ, Choi SM. Perceived physical literacy instrument for adolescents: A further validation of PPLI. J Exerc Sci Fit. 2018 Apr;16(1):26-31. doi: 10.1016/j.jesf.2018.03.002. Epub 2018 Mar 14.
- Whitehead, M. E. (2013). Stages in physical literacy journey. International Council of Sport Science and Physical Education Bulletin, 65, 51-55.
- Hallal PC, Andersen LB, Bull FC, Guthold R, Haskell W, Ekelund U; Lancet Physical Activity Series Working Group. Global physical activity levels: surveillance progress, pitfalls, and prospects. Lancet. 2012 Jul 21;380(9838):247-57. doi: 10.1016/S0140-6736(12)60646-1.
- Sum, K. W. R., Wallhead, T., Ha, S., & Sit, H. (2018). Effects of physical education continuing professional development on teachers' physical literacy and self-efficacy and students' learning outcomes. International Journal of Educational Research, 88, 1-8.
Termíny studijních záznamů
Tato data sledují průběh záznamů studie a předkládání souhrnných výsledků na ClinicalTrials.gov. Záznamy ze studií a hlášené výsledky jsou před zveřejněním na veřejné webové stránce přezkoumány Národní lékařskou knihovnou (NLM), aby se ujistily, že splňují specifické standardy kontroly kvality.
Hlavní termíny studia
Začátek studia (Aktuální)
7. ledna 2019
Primární dokončení (Aktuální)
18. dubna 2019
Dokončení studie (Aktuální)
18. dubna 2019
Termíny zápisu do studia
První předloženo
21. března 2019
První předloženo, které splnilo kritéria kontroly kvality
21. března 2019
První zveřejněno (Aktuální)
25. března 2019
Aktualizace studijních záznamů
Poslední zveřejněná aktualizace (Aktuální)
18. července 2022
Odeslaná poslední aktualizace, která splnila kritéria kontroly kvality
1. července 2022
Naposledy ověřeno
1. července 2022
Více informací
Termíny související s touto studií
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All IPD that underlie results in a publication will be shared.
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The data will be provided after publication for 6 months.
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Typ podpůrných informací pro sdílení IPD
- PROTOKOL STUDY
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- ANALYTIC_CODE
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