Effect of Sport Education in University Required PE on Students' Perceived Physical Literacy and Physical Activity Level

NCT03888885 | Completed Results

• 1 other identifier: CSMing
• Study Type: interventional
• Target: 410
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Physical Activity; Motivation

Keywords

Physical Education; Sport Education; Physical Literacy; Physical Activity; University Students

Outcome Measures

Primary Outcomes (2)

• 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)

Secondary Outcomes (5)

• 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)

Study Arms (2)

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.

Behavioral: Sport Education Model

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.

Interventions

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.

Sport Education Group

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• 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).

You may not qualify if:

• 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.

Sponsors & Collaborators

• Chinese University of Hong Kong: lead

Study Sites (1)

The Chinese University of Hong Kong

Hong Kong, Hong Kong

Location

Related Publications (12)

• 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.

  PMID: 25680021 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.

  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.

  PMID: 11457630 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.

  PMID: 27195664 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.

  PMID: 30662489 BACKGROUND

• Whitehead, M. E. (2013). Stages in physical literacy journey. International Council of Sport Science and Physical Education Bulletin, 65, 51-55.

  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.

  PMID: 12900694 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.

  PMID: 22818937 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.

  PMID: 11392867 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.

  BACKGROUND

MeSH Terms

Conditions

Motor Activity

Condition Hierarchy (Ancestors)

Behavior

Results Point of Contact

• Title: Dr. Sum Kim Wai Raymond
• Organization: The Chinese University of Hong Kong

kwsum@cuhk.edu.hk

+852 39436091

Study Officials

• Kim Wai Raymond Sum, EdD

  Chinese University of Hong Kong

  PRINCIPAL INVESTIGATOR

• Siu Ming Choi, PhD

  Chinese University of Hong Kong

  PRINCIPAL INVESTIGATOR

Publication Agreements

• PI is Sponsor Employee: Yes

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: PhD Student, Department of Sports Science and Physical Education, Principal Investigator

Study Record Dates

• First Submitted: March 21, 2019
• First Posted: March 25, 2019
• Study Start: January 7, 2019
• Primary Completion: April 18, 2019
• Study Completion: April 18, 2019
• Last Updated: July 18, 2022
• Results First Posted: July 5, 2022

Record last verified: 2022-07

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, SAP, ICF, CSR, ANALYTIC CODE
• Time Frame: The data will be provided after publication for 6 months.
• Access Criteria: All IPD that underlie results in a publication will be available publicly.

Locations

HK (1)