A school-based rope skipping intervention for adolescents in Hong Kong: protocol of a matched-pair cluster randomized controlled trial

BMC Public Health

David R Lubans¹  Johan Y Y Ng³  Chris Lonsdale²  Amy S Ha³ 

[1] Health and Physical Education Building, The University of Newcastle, Callaghan University Drive, Callaghan, NSW 2308, Australia;Institute for Positive Psychology and Education, Australian Catholic University, 25A Barker Road, Strathfield, NSW 2135, Australia;Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong

关键词: Multilevel modeling;    Motivation;    Self-determination;    Moderate-to-vigorous physical activity;    Intervention;    Physical education;   

Others  :  1130012
DOI  :  10.1186/1471-2458-14-535

 received in 2013-10-29, accepted in 2014-05-19,  发布年份 2014

【 摘 要 】

Background

Schools present venues for physical activity promotion among youth, with physical education (PE) considered the primary vehicle responsible for increasing activity levels. Yet students are not very physically active during typical school PE classes. With the aim to engage Hong Kong students in more moderate-to-vigorous physical activity (MVPA) during PE, a fitness infusion intervention using rope skipping was designed, and its effectiveness will be examined. Rope skipping was chosen because a) it provides moderate-to-high intensity physical activity; b) is inexpensive; c) students find it enjoyable; and d) is feasible in typical environments in Hong Kong, where PE classes are large in size (up to 40 students) and space available for physical activity is usually limited.

Methods/Design

A matched-pair cluster randomized controlled trial was designed. Secondary school students from 24 classes (from 12 schools) will be recruited to participate in the trial. Students’ baseline MVPA will be measured during school PE. Classes will be matched according to baseline variables and one class from each pair will be randomized into the experimental group. Teachers in the experimental group will be invited to attend a teacher workshop, and will insert a 15-minute rope skipping activity in four consecutive PE lessons. Motivational factors based on self-determination theory will also be measured as secondary outcomes. The effectiveness of the intervention will be evaluated by comparing changes in the proportion of lesson time spent in MVPA from baseline to follow-up across the experimental and control groups.

Discussion

Physical activity levels in PE are often very low and there is a need to identify feasible low-cost interventions that can be easily disseminated. If the results of the study suggest the intervention to be effective, it could be implemented to schools throughout Hong Kong and other cities where space is limited.

Trail registration

ANZCTR: ACTRN12613000968774. Registered on 30 August 2013.

【 授权许可】

   
2014 Ha et al.; licensee BioMed Central Ltd.

【 图 表 】

Figure 1.

Figure 2.

【 参考文献 】

• [1]Janssen I, LeBlanc AG: Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. Int J Behav Nutr Phys Act 2010, 7:40. BioMed Central Full Text
• [2]Sallis JF, Prochaska JJ, Taylor WC: A review of correlates of physical activity of children and adolescents. Med Sci Sports Exerc 2000, 32:963-975.
• [3]Hallal PC, Andersen LB, Bull FC, Guthold R, Haskell W, Ekelund U: Global physical activity levels: surveillance progress, pitfalls, and prospects. Lancet 2012, 380:247-257.
• [4]Johns DP, Ha AS: Home and recess physical activity of Hong Kong children. Res Q Exerc Sport 1999, 70:319-323.
• [5]Sallis JF, McKenzie TL, Beets MW, Beighle A, Erwin H, Lee S: Physical education’s role in public health: steps forward and backward over 20 years and HOPE for the future. Res Q Exerc Sport 2012, 83:125-135.
• [6]Lonsdale C, Rosenkranz RR, Peralta LR, Bennie A, Fahey P, Lubans DR: A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Prev Med 2013, 56:152-161.
• [7]US Department of Health & Human Services: Healthy people 2010: understanding and improving health. 2nd edition. Washington DC: US Government Printing Office; 2000.
• [8]Fairclough S, Stratton G: Physical activity levels in middle and high school physical education: a review. Pediatr Exerc Sci 2005, 17:217-236.
• [9]Napolitano MA, Fotheringham M, Tate DF, Sciamanna C, Leslie E, Owen N, Bauman A, Marcus B: Evaluation of an internet-based physical activity intervention: a preliminary investigation. Behav Med 2003, 25:92-99.
• [10]Ridley K, Olds TS: Assigning energy costs to activities in children: a review and synthesis. Med Sci Sports Exerc 2008, 40:1439-1446.
• [11]Stalsberg R, Pedersen AV: Effects of socioeconomic status on the physical activity in adolescents: a systematic review of the evidence. Scand J Med Sci Sports 2010, 20:368-383.
• [12]Ha AS, Sum RK, Chan CH, Ng JYY: Promoting rope skipping at schools with low and mid socioeconomic statuses: An ecological perspective. Int Rev of Soc Sci 2013, 4:104-115.
• [13]Ha AS, Wong S, Chan DW, Fishburne G: Effects of a skipping and health education program among school children in Hong Kong. J ICHPER-SD 2006, 42:14-19.
• [14]Ryan RM, Deci EL: Overview of self-determination theory: an organismic-dialectical perspective. In Handbook of Self-Determination Research. Edited by Deci EL, Ryan RM. Rochester, NY: The University of Rochester Press; 2002:3-33.
• [15]Aelterman N, Vansteenkiste M, van Keer H, van den Berghe L, de Meyer J, Haerens L: Students’ objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education. J Sport Exerc Psychol 2012, 34:457-480.
• [16]Owen KB, Astell-Burt T, Lonsdale C: The relationship between self-determined motivation and physical activity in adolescent boys. J Adolesc Health 2013, 53:420-422.
• [17]Niemiec CP, Ryan RM: Autonomy, competence, and relatedness in the classroom: applying self-determination theory to educational practice. Theor Res Educ 2009, 7:133-144.
• [18]Hagger M, Chatzisarantis NLD, Hein V, Soos I, Karsai I, Lintunen T, Leemans S: Teacher, peer and parent autonomy support in physical education and leisure-time physical activity: a trans-contextual model of motivation in four nations. Psychol Health 2009, 24:689-711.
• [19]Standage M, Gillison FB, Ntoumanis N, Treasure DC: Predicting students’ physical activity and health-related well-being: a prospective cross-domain investigation of motivation across school physical education and exercise settings. J Sport Exerc Psychol 2012, 34:37-60.
• [20]Thomas S, Reading J, Shephard RJ: Revision of the Physical Activity Readiness Questionnaire (PAR-Q). Can J Sport Sci 1992, 17:338-345.
• [21]Census and Statistics Department: 2011 population census graphic guide. Hong Kong: Census and Statistics Department; 2012.
• [22]Curriculum Development Council: Physical Education: Key Learning Area Curriculum Guide (Primary 1-Secondary 3). Hong Kong: Printing Department; 2002.
• [23]McKenzie TL, Sallis JF, Nader PR: SOFIT: System for Observing Fitness Instruction Time. J Teach Phys Educ 1991, 11:195-205.
• [24]McKenzie TL: System for Observing Fitness Instruction Time: Overview and training manual. [http://www.des.ucdavis.edu/faculty/handy/esp178/sofitprotocol.pdf webcite]
• [25]Evenson KR, Catellier DJ, Gill K, Ondrak KS, McMurray RG: Calibration of two objective measures of physical activity for children. J Sports Sci 2006, 26:1557-1565.
• [26]Sanders T, Cliff DP, Lonsdale C: Measuring adolescent boys’ physical activity: Bout length and the influence of accelerometer epoch length. PLoS ONE 2014, 9:e92040.
• [27]Trost SG, Loprinzi PD, Moore R, Pfeiffer KA: Comparison of accelerometer cut points for predicting activity intensity in youth. Med Sci Sports Exerc 2011, 43:1360-1368.
• [28]Black AE, Deci EL: The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: a self-determination theory perspective. Science Education 2000, 84:740-756.
• [29]Lonsdale C, Sabiston CM, Taylor IM, Ntoumanis N: Measuring student motivation for physical education: Examining the psychometric properties of the Perceived Locus of Causality Questionnaire and the Situational Motivation Scale. Psychol Sport Exerc 2011, 12:284-292.
• [30]Kish L: Survey sampling. New York: Wiley; 1965.
• [31]Gomersall SR, Rowlands AV, English C, Maher C, Olds TS: The ActivityStat Hypothesis. Sports Med 2013, 43:135-149.
• [32]Lever J: Sex differences in the games children play. Social Problems 1976, 23:478-487.
• [33]Cheon SH, Reeve J, Moon IS: Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. J Sport Exerc Psychol 2012, 34:365-396.