An Internet-supported Physical Activity Intervention Delivered in Secondary Schools Located in Low Socio-economic Status Communities: Study Protocol for the Activity and Motivation in Physical Education (AMPED) Cluster Randomized Controlled Trial

BMC Public Health

Study Protocol

Ester Cerin¹  Dylan P. Cliff²  Louisa Peralta³  Chris Lonsdale⁴  Ian Moyes⁴  Aidan Lester⁴  Thierno M.O. Diallo⁴  Katherine B. Owen⁴  Rhiannon L. White⁴  David R. Lubans⁵  Anthony Maeder⁶  Jennifer M. Gore⁷  Nikos Ntoumanis⁸  Morwenna Kirwan⁹  Gregory S. Kolt⁹  Freya MacMillan⁹  Andrew Bennie⁹ 

[1] Center for Physical Activity and Nutrition, Faculty of Health, Deakin University, 221 Burwood Highway, 3125, Burwood, Victoria, Australia;School of Public Health, The University of Hong Kong, Pokfulam Road, Hong Kong, China;Early Start Research Institute, School of Education, University of Wollongong, 2522, Wollongong, NSW, Australia;Faculty of Education and Social Work, University of Sydney, 2006, Sydney, NSW, Australia;Institute for Positive Psychology and Education, Australian Catholic University, 25A Barker Road, 2135, Strathfield, NSW, Australia;Priority Research Center in Physical Activity and Nutrition, School of Education, University of Newcastle, 2308, Callaghan, NSW, Australia;School Computing, Engineering and Mathematics, Western Sydney University, Locked Bag 1797, 2751, Penrith, NSW, Australia;School of Education, University of Newcastle, 2308, Callaghan, NSW, Australia;School of Psychology and Speech Pathology, Curtin University, Kent Street, Bentley, 6102, Perth, Western Australia, Australia;School of Science and Health, Western Sydney University, Locked Bag 1797, 2751, Penrith, NSW, Australia;

关键词: Physical activity;    Motivation;    Teacher professional development;    Web 2.0;    Online;    Internet;    Mobile application;    App;   

DOI  :  10.1186/s12889-015-2583-7

 received in 2015-11-15, accepted in 2015-12-08,  发布年份 2016

来源: Springer

【 摘 要 】

BackgroundSchool-based physical education is an important public health initiative as it has the potential to provide students with regular opportunities to participate in moderate-to-vigorous physical activity (MVPA). Unfortunately, in many physical education lessons students do not engage in sufficient MVPA to achieve health benefits. In this trial we will test the efficacy of a teacher professional development intervention, delivered partially via the Internet, on secondary school students’ MVPA during physical education lessons. Teaching strategies covered in this training are designed to (i) maximize opportunities for students to be physically active during lessons and (ii) enhance students’ autonomous motivation towards physical activity.MethodA two-arm cluster randomized controlled trial with allocation at the school level (intervention vs. usual care control). Teachers and Year 8 students in government-funded secondary schools in low socio-economic areas of the Western Sydney region of Australia will be eligible to participate. During the main portion of the intervention (6 months), teachers will participate in two workshops and complete two implementation tasks at their school. Implementation tasks will involve video-based self-reflection via the project’s Web 2.0 platform and an individualized feedback meeting with a project mentor. Each intervention school will also complete two group peer-mentoring sessions at their school (one per term) in which they will discuss implementation with members of their school physical education staff. In the booster period (3 months), teachers will complete a half-day workshop at their school, plus one online implementation task, and a group mentoring session at their school. Throughout the entire intervention period (main intervention plus booster period), teachers will have access to online resources. Data collection will include baseline, post-intervention (7–8 months after baseline) and maintenance phase (14–15 months after baseline) assessments. Research assistants blinded to group allocation will collect all data. The primary outcome will be the proportion of physical education lesson time that students spend in MVPA. Secondary outcomes will include leisure-time physical activity, subjective well-being, and motivation towards physical activity.DiscussionThe provision of an online training platform for teachers could help facilitate more widespread dissemination of evidence-based interventions compared with programs that rely exclusively on face-to-face training.Trial registrationAustralia and New Zealand Clinical Trials Registry-ACTRN12614000184673. Registration date: February 19, 2014.

【 授权许可】

CC BY   
© Lonsdale et al. 2016