The Effect Of A School-Based Physical Activity Educational Program
The Effect Of A School-Based Physical Activity Educational Program On Adolescents' Physical Activity-related Knowledge, Performance, And Self-Efficacy
研究概览
详细说明
Background: Regular physical activity of different intensity has many significant benefits on the health of all ages, particularly adolescents. School-based educational programs about physical activity were found to increase the level of physical activity among adolescents positively. However, among adolescents in Jordan, few studies measured the impact of school-based educational programs on students' level of physical activity and knowledge, and there is no single study that measured the students' physical activity self-efficacy.
Aim: To assess the effectiveness of a school-based physical activity program on adolescents' knowledge of physical activity, physical performance, and physical self-efficacy.
Methods: A Randomized Control trial (RCT) design was used among 210 8th grade school students (boys and girls) from four governmental schools in North of Jordan during December and January. Physical Activity Questionnaire for older children (PAQ-C) scales, Physical self-efficacy scale, and Knowledge of Physical Activity scale were used to collect students' data. The duration of the educational program was four weeks, with a total of 7 hours. Ethical approval was approached from the Committee on Human Subjects Research at Jordan University of Science and Technology and the Ministry of Education before the data collection.
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Irbid、约旦、22110
- Nahla M. Al Ali
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参与标准
资格标准
适合学习的年龄
接受健康志愿者
有资格学习的性别
描述
Inclusion Criteria:
- all students boys and girls in 8th grade from selected schools affiliated with eight educational directorates of the Irbid governorate,
- who are ready to participate in the educational program and meet the inclusion criteria.
Exclusion Criteria:
- Students who have any medical problems (asthma, diabetes, cardiac problems) and physical disabilities were excluded.
学习计划
研究是如何设计的？
设计细节
- 主要用途：预防
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：单身的
武器和干预
参与者组/臂 |
干预/治疗 |
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实验性的：intervention
provided the educational programs with all contents, and follow up after one month
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The structure of the educational sessions includes physical education lectures, group discussions, videos, training sessions, physical activities diaries, short quizzes, and feedback after each session.
The educational programs were conducted among students with intervention groups at two-level individually and in school.
The individual-level includes classroom lectures that mainly emphasized the health benefits of physical activity and provided necessary information about physical activity fitness for 60 minutes and were given weekly for four weeks.
In coordination with the school sports teacher, training sessions included moderate to vigorous physical activities for 45 minutes twice weekly for four weeks
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无干预：control
received no intervention, but assessed pre-post
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Knowledge
大体时间：baseline pre-intervention, and immediately after the intervention
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Adolescents' Physical Activity-Related Knowledge: This section was developed by the researcher based on previous literature.
The questionnaire contained eighteen questions to assess student knowledge about the definition of physical activity, exercise, health, and physical fitness.
Types of physical activity, physical activity benefits, and negative consequences of physical inactivity on health, and recommendation.
Each of the eighteen items has three alternatives: true, false, and do not know.
The total knowledge score was used based on the percentages of the correctly answered questions.
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baseline pre-intervention, and immediately after the intervention
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physical activity level
大体时间：baseline pre-intervention, and immediately after the intervention
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Physical activity performance: Physical Activity Questionnaires for older children (PAQ-C) is used to assess moderate to vigorous physical activity levels over the past 7 days (Crocker et al.,1997).
It includes eight questions, each one scored on 5 point scale.
Item 1 (Spare time activity) takes the mean of all activities ("no" activity being a 1, "7 times or more" being a 5) on the activity checklist to form a composite score for item 1. Items 2 to 8 (PE, recess, lunch, right after school, evening, weekends, and describes you best), the answers reflect the level of physical activity for each item from lowest activity response to the highest activity response.
Then used the reported value is determined for each item (the lowest activity response being a 1 and the highest activity response being a 5).
Item 9 reflects the mean of physical activity during the week ("none" being a 1, "very often" being a 5) to form a composite score for item 9
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baseline pre-intervention, and immediately after the intervention
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self-efficacy
大体时间：baseline pre-intervention, and immediately after the intervention
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physical activity self-efficacy":The final validated modified version of the physical activity self-efficacy scale adolescent's protocol questionnaire (Motl et al., 2000) consists of 8 items used in this study to measure physical activity self-efficacy.
The scale contains two sections: self-management and social support.
Self-management of the physical activity section consists of 6 items related to cognitive and behavioral factors that may increase or decrease physical activity participation.
Social support was measured by two items which are support from family and friends.
The students were asked to choose from 5 items on a Likert scale.
The scoring ranged from 1 (disagree a lot) to 5 (agree a lot).
The total score of both sections ranged from 8- 40, higher scores indicate higher self-efficacy.
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baseline pre-intervention, and immediately after the intervention
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合作者和调查者
调查人员
- 首席研究员：Nahla M. Al Ali、Jordan University of Science and Technology
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
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