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

Chinese University of Hong Kong410 enrolled

Overview

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.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

TREATMENT

Masking

SINGLE

Enrollment

410

Conditions

Physical Activity Motivation

Interventions

Sport Education ModelBEHAVIORAL

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.

Eligibility

Sex: ALLMin age: 18 YearsHealthy volunteers:

Medical Language ↔ Plain English

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.

Locations (1)

The Chinese University of Hong Kong

Hong Kong, Hong Kong

Outcomes

Primary Outcomes

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.

Time frame: 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.

Time frame: Change from Baseline Objective Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week)

Secondary Outcomes

Motivational Climate

Data from ClinicalTrials.gov

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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.

Time frame: 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.

Time frame: 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.

Time frame: 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.

Time frame: 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.

Time frame: The 1st lesson (Baseline) to the 10th lesson (11th week)