Long-term Impact of PE Teacher Interventions on Adolescent Leisure Time Activity and Motivation

NCT06768788 | Active Not Recruiting

• 1 other identifier: UTartu
• Study Type: interventional
• Target: 400
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Physical Activity

Keywords

Autonomy support; Competence support; Relatedness support; Basic psychological needs; Physical activity

Outcome Measures

Primary Outcomes (3)

• Adolescents' participation in leisure time moderate-to-vigorous physical activity (MVPA)

  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.

  Baseline vs. one-month vs. three-month follow-up

• Adolescents' Psychological Measures

  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).

  Baseline vs. one-month vs. three-month follow-up

• PE Teacher Level Measures

  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).

  Baseline vs. one-month vs. three-month follow-up

Study Arms (4)

Two-month face-to-face and web-based need-supportive intervention program for PE teachers (Trial 1)

EXPERIMENTAL

The main trial phase 1 For the web-based course, we will create video lectures introducing PE teachers' interpersonal behaviours, students' BPN-s, and different motivational regulations in the field of PE to provide a general overview of the SDT postulates. We will also produce short videos on each need-supportive and need-thwarting behaviour, featuring real-life examples of how to increase specific need-supportive behaviours (a total of 9 videos) and how to avoid each specific need-thwarting behaviour (a total of 13 videos), with an approximate duration of 5-8 minutes for each video. In the face-to-face course, PE teachers will also have the opportunity to experience highly need-supportive and highly need-thwarting PE lessons as students, allowing them to reflect on these experiences later.

Behavioral: Face-to-face and web-based need-supportive intervention program based on the main tenets of SDT in the field of PE 1

Control group - PE teachers who continue teaching with their existing style (Trial 1)

OTHER

PE teachers continue their regular teaching and the use of their usual teaching methods and behavioral techniques in PE classes.

Behavioral: Face-to-face and web-based need-supportive intervention program based on the main tenets of SDT in the field of PE 1

Autonomy or competence or relatedness support intervention (Trial 2)

EXPERIMENTAL

The main trial phase 2 PE teachers participate in one of the three one-month face-to-face and web-based autonomy-supportive, competence-supportive, or relatedness-supportive intervention programs.

Behavioral: Face-to-face and web-based need-supportive intervention program based on the main tenets of SDT in the field of PE 2

Control group - PE teachers who continue teaching with their existing style (Trial 2)

OTHER

PE teachers continue their regular teaching and the use of their usual teaching methods and behavioral techniques in PE classes.

Behavioral: Face-to-face and web-based need-supportive intervention program based on the main tenets of SDT in the field of PE 2

Interventions

Face-to-face and web-based need-supportive intervention program based on the main tenets of SDT in the field of PE 1 BEHAVIORAL

Intervention: need support, two-month face-to-face and web-based need-supportive intervention program for PE teachers.

Control group - PE teachers who continue teaching with their existing style (Trial 1); Two-month face-to-face and web-based need-supportive intervention program for PE teachers (Trial 1)

Face-to-face and web-based need-supportive intervention program based on the main tenets of SDT in the field of PE 2 BEHAVIORAL

Intervention: autonomy or competence or relatedness support, one-month face-to-face and web-based need-supportive intervention program for PE teachers.

Autonomy or competence or relatedness support intervention (Trial 2); Control group - PE teachers who continue teaching with their existing style (Trial 2)

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• 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.

You may not qualify if:

• Students who do not participate in PE classes for health reasons.

Sponsors & Collaborators

• University of Tartu: lead

Study Sites (1)

Institute of Sport Sciences and Physiotherapy

Tartu, Estonia

Location

Related Publications (4)

• Tilga H, Kalajas-Tilga H, Hein V, Koka A. Web-Based and Face-To-Face Autonomy-Supportive Intervention for Physical Education Teachers and Students' Experiences. J Sports Sci Med. 2021 Oct 1;20(4):672-683. doi: 10.52082/jssm.2021.672. eCollection 2021 Dec.

  PMID: 35321125 BACKGROUND

• Kalajas-Tilga H, Koka A, Hein V, Tilga H, Raudsepp L. Motivational processes in physical education and objectively measured physical activity among adolescents. J Sport Health Sci. 2020 Sep;9(5):462-471. doi: 10.1016/j.jshs.2019.06.001. Epub 2019 Jun 8.

  PMID: 32928449 BACKGROUND

• Ferriz Morell, R. F., González-Cutre Coll, D., Julián Clemente, J. A. Propuestas didácticas para mejorar la motivación en Educación Física y desarrollar estilos de vida saludable. Barcelona: Inde; 2023.

  BACKGROUND

• Ahmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., et al. A classification system for teachers' motivational behaviors recommended in self-determination theory interventions. Journal of Educational Psychology 2023. DOI: 10.1037/edu0000783

  BACKGROUND

MeSH Terms

Conditions

Motor Activity

Condition Hierarchy (Ancestors)

Behavior

Study Officials

• Henri Tilga, PhD

  University of Tartu

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: INVESTIGATOR
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Junior Research Fellow in Movement Education

Study Record Dates

• First Submitted: January 6, 2025
• First Posted: January 10, 2025
• Study Start: May 1, 2024
• Primary Completion (Estimated): June 1, 2026
• Study Completion (Estimated): August 1, 2026
• Last Updated: January 14, 2025

Record last verified: 2025-01

Data Sharing

• IPD Sharing: Will not share

Locations

ES (1)