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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.
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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Sport Education Group | Experimental | Participants participated in the required physical education lessons which were delivered in a season of sport education model for 10 lessons. |
|
| Control Group | No Intervention | Participants received no intervention treatment. They were asked to attend in normal physical education classes for the same period of time. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Sport Education Model | Behavioral | 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. |
| Measure | Description | Time Frame |
|---|---|---|
| Self-report Physical Activity Levels | 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. | Change from Baseline Self-report Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week) |
| Objective Physical Activity Levels | 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. | Change from Baseline Objective Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week) |
| Measure | Description | Time Frame |
|---|---|---|
| Motivational Climate | 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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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Kim Wai Raymond Sum, EdD | Chinese University of Hong Kong | Principal Investigator |
| Siu Ming Choi, PhD | Chinese University of Hong Kong | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| The Chinese University of Hong Kong | Hong Kong | Hong Kong |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 25680021 | Background | 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. | |
| Background | 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 | ||
| Background | 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. | ||
| Background | 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. |
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All IPD that underlie results in a publication will be shared.
The data will be provided after publication for 6 months.
All IPD that underlie results in a publication will be available publicly.
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| ID | Title | Description |
|---|---|---|
| FG000 | Sport Education Group | Each sport education season included ten 90-min lessons, 1-day per week with each season following the five-phase sequence of team selection, teacher-directed, preseason, formal competition, and a culminating event. Participants in each class were divided into teams for the duration of each season and assigned specific sport-related roles (e.g., coach, fitness trainer, equipment manager) at the end of the team selection phase. Students gradually increased their responsibility for learning and had equal opportunity to participate in every lesson with tasks progressing from drills to modified games and competitions to obtain more authentic sports experiences within the lessons. To evaluate model fidelity, a sample lesson from each phase of the sport education season was observed and coded by the primary researcher using the sport education benchmark observational instrument. |
| FG001 | Control Group | Participants within the control group classes attended PE classes where teachers used traditional teacher-directed methods to teach the specific activities. These lessons started with a teacher-directed warm-up routine, followed by direct instruction of skills practices, and games without a consistent team and modification to meet the objective of the courses. Within the direct teaching approach, the teacher was assigned responsibility for all task presentation components of the learning tasks. No student role responsibilities or student-directed tasks were included within this approach. Students within the intact class changed teams each lesson and scores were not formally recorded for the game outcomes. |
| Title | Milestones | Reasons Not Completed | |||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
|
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| ID | Title | Description |
|---|---|---|
| BG000 | Sport Education Group | Participants participated in the required physical education lessons which were delivered in a season of sport education model for 10 lessons. Sport Education Model: 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. |
| Units | Counts |
|---|---|
| Participants |
|
| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Categorical | Count of Participants |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | Self-report Physical Activity Levels | 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. | Posted | Mean | Standard Deviation | MET-minutes/week | Change from Baseline Self-report Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week) |
|
All-cause mortality, serious, and other adverse events were not collected.
All-cause mortality, serious, and other adverse events were not collected.
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | Sport Education Group | Each sport education season included ten 90-min lessons, 1-day per week with each season following the five-phase sequence of team selection, teacher-directed, preseason, formal competition, and a culminating event (Hastie et al. 2014). Participants in each class were divided into teams for the duration of each season and assigned specific sport-related roles (e.g., coach, fitness trainer, equipment manager) at the end of the team selection phase. Students gradually increased their responsibility for learning and had equal opportunity to participate in every lesson with tasks progressing from drills to modified games and competitions to obtain more authentic sports experiences within the lessons. To evaluate model fidelity, a sample lesson from each phase of the sport education season was observed and coded by the primary researcher using the sport education benchmark observational instrument (Ko et al. 2006; Sinelnikov 2009). |
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| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Dr. Sum Kim Wai Raymond | The Chinese University of Hong Kong | +852 39436091 | kwsum@cuhk.edu.hk |
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot | Yes | No | No | Study Protocol | Sep 12, 2021 | Mar 15, 2022 | Prot_000.pdf |
| SAP | No | Yes | No | Statistical Analysis Plan | Sep 12, 2021 | Mar 15, 2022 | SAP_001.pdf |
| ICF | No | No | Yes | Informed Consent Form | Sep 12, 2021 | Mar 15, 2022 | ICF_002.pdf |
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| ID | Term |
|---|---|
| D009043 | Motor Activity |
| ID | Term |
|---|---|
| D001519 | Behavior |
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|
| Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up) |
| Situational Motivation | 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. | Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up) |
| Perceived Physical Literacy | 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. | Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up) |
| Physical Activity Enjoyment | 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. | Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up) |
| Fitness Instruction Time of Physical Education Lessons | 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. | The 1st lesson (Baseline) to the 10th lesson (11th week) |
| 11457630 | Background | 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. |
| 27195664 | Background | 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. |
| 30662489 | Background | 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. |
| Background | Whitehead, M. E. (2013). Stages in physical literacy journey. International Council of Sport Science and Physical Education Bulletin, 65, 51-55. |
| 12900694 | Background | 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. |
| 22818937 | Background | 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. |
| 11392867 | Background | 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. |
| Background | 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. |
| BG001 | Control Group | Participants received no intervention treatment. They were asked to attend in normal physical education classes for the same period of time. |
| BG002 | Total | Total of all reporting groups |
| Participants |
|
| Age, Continuous | Mean | Standard Deviation | years |
|
| Sex: Female, Male | Count of Participants | Participants |
|
| Race/Ethnicity, Customized | Count of Participants | Participants |
|
| Title |
|---|
| Description |
|---|
| OG000 | Sport Education Group | Each sport education season included ten 90-min lessons, 1-day per week with each season following the five-phase sequence of team selection, teacher-directed, preseason, formal competition, and a culminating event (Hastie et al. 2014). Participants in each class were divided into teams for the duration of each season and assigned specific sport-related roles (e.g., coach, fitness trainer, equipment manager) at the end of the team selection phase. Students gradually increased their responsibility for learning and had equal opportunity to participate in every lesson with tasks progressing from drills to modified games and competitions to obtain more authentic sports experiences within the lessons. To evaluate model fidelity, a sample lesson from each phase of the sport education season was observed and coded by the primary researcher using the sport education benchmark observational instrument (Ko et al. 2006; Sinelnikov 2009). |
| OG001 | Control Group | Participants within the control group classes attended PE classes where teachers used traditional teacher-directed methods to teach the specific activities. These lessons started with a teacher-directed warm-up routine, followed by direct instruction of skills practices, and games without a consistent team and modification to meet the objective of the courses. Within the direct teaching approach, the teacher was assigned responsibility for all task presentation components of the learning tasks. No student role responsibilities or student-directed tasks were included within this approach. Students within the intact class changed teams each lesson and scores were not formally recorded for the game outcomes. |
|
|
| Primary | Objective Physical Activity Levels | 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. | Posted | Mean | Standard Deviation | Metabolic equivalents | Change from Baseline Objective Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week) |
|
|
|
| Secondary | Motivational Climate | 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. | Posted | Mean | Standard Deviation | score on a scale | Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up) |
|
|
|
| Secondary | Situational Motivation | 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. | Posted | Mean | Standard Deviation | score on a scale | Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up) |
|
|
|
| Secondary | Perceived Physical Literacy | 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. | Posted | Mean | Standard Deviation | score on a scale | Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up) |
|
|
|
| Secondary | Physical Activity Enjoyment | 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. | Posted | Mean | Standard Deviation | score on a scale | Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up) |
|
|
|
| Secondary | Fitness Instruction Time of Physical Education Lessons | 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. | Posted | Mean | Standard Deviation | percentage of lesson time | The 1st lesson (Baseline) to the 10th lesson (11th week) |
|
|
|
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| 0 |
| EG001 | Control Group | Participants within the control group classes attended PE classes where teachers used traditional teacher-directed methods to teach the specific activities. These lessons started with a teacher-directed warm-up routine, followed by direct instruction of skills practices, and games without a consistent team and modification to meet the objective of the courses. Within the direct teaching approach, the teacher was assigned responsibility for all task presentation components of the learning tasks. No student role responsibilities or student-directed tasks were included within this approach. Students within the intact class changed teams each lesson and scores were not formally recorded for the game outcomes. | 0 | 0 | 0 | 0 | 0 | 0 |
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| Follow-up |
|
| Empowering - Follow-up |
|
| Disempowering - Baseline |
|
| Disempowering - Post-intervention |
|
| Disempowering - Follow-up |
|
| Intrinsic motivation - Follow-up |
|
| Identified regulation - Baseline |
|
| Identified regulation - Post-intervention |
|
| Identified regulation - Follow-up |
|
| Extrinsic regulation - Baseline |
|
| Extrinsic regulation - Post-intervention |
|
| Extrinsic regulation - Follow-up |
|
| Amotivation - Baseline |
|
| Amotivation - Post-intervention |
|
| Amotivation - Follow-up |
|
| Sense of self and self-confidence - Follow-up |
|
| Self-expression and communication with others - Baseline |
|
| Self-expression and communication with others - Post-intervention |
|
| Self-expression and communication with others - Follow-up |
|
| Knowledge and understanding - Baseline |
|
| Knowledge and understanding - Post-intervention |
|
| Knowledge and understanding - Follow-up |
|
| Positive - Follow-up |
|
| Negative - Baseline |
|
| Negative - Post-intervention |
|
| Negative - Follow-up |
|
| PA levels - Standing |
|
| PA levels - Walking |
|
| PA levels - Vigorous |
|
| Lesson context - General content |
|
| Lesson context - Knowledge content |
|
| Lesson context - Fitness |
|
| Lesson context - Skill practice |
|
| Lesson context - Game play |
|
| Lesson context - Other |
|
| Teacher behavior - Promotes fitness |
|
| Teacher behavior - Demonstrates fitness |
|
| Teacher behavior - Instructs generally |
|
| Teacher behavior - Manages |
|
| Teacher behavior - Observes |
|
| Teacher behavior - Other task |
|