A Transformational Teaching Intervention: Adolescents in Motion (AIM) Trial
NCT ID: NCT01371292
Last Updated: 2014-09-17
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
2160 participants
INTERVENTIONAL
2012-01-31
2013-07-31
Brief Summary
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Detailed Description
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A potentially important framework, that has recently been applied to educational and health promotion contexts, relates to transformational leadership theory. Transformational leadership involves the demonstration of behaviors that empower and inspire others to achieve higher levels of functioning, and has been consistently found to be associated with greater motivation, self-efficacy, well-being, and performance in those being led. From an applied perspective, a growing body of evidence also suggests that transformational behaviors can be developed in leaders through short-term interventions (e.g., one-day workshops), which subsequently result in positive changes in followers' attitudinal and behavioral responses.
With this in mind, the overall goal of this Randomized Controlled Trial (RCT) is to test the efficacy of a theory-driven evidence-based transformational teaching intervention for use within school-based physical activity settings. In this 5-month trial, physical education teachers from 36 schools from three provinces across Canada (British Columbia, Ontario and Nova Scotia) will be provided with (through a one day work shop and follow-up support program) the resources they need to implement transformational teaching behaviours in their day-to-day teaching practices. The primary hypothesis for this RCT is that students taught by teachers in the intervention condition will display greater adoption and maintenance of moderate-to-vigorous physical activity (MVPA) behaviors outside of school hours in comparison to control students, after controlling for baseline levels. A process evaluation will also be conducted with teachers to evaluate the procedures embedded within the intervention.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
NONE
Study Groups
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Transformational teaching condition
Teachers allocated to this condition will receive the transformational teaching intervention.
Transformational Teaching
Physical education teachers randomly assigned to the experimental condition will (through a 1-day workshop format) be provided with the resources to implement transformational approaches in their day-to-day work. In addition, these teachers will be involved in a follow-up support program following the workshop to help them to implement transformational teaching strategies that were developed in the workshop.
Standard practice control condition
Teachers allocated to this condition will not receive the transformational teaching intervention. Instead they will take part in a parallel workshop offered by their respective school board (unrelated to transformational leadership training).
Standard Educational Practices
Physical education teachers randomly assigned to the control condition will take part in a professional development day workshop provided by their respective School Board. This will involve the same amount of contact time, and will take place on the same day as the transformational teaching workshop. It should be noted that the focus of those alternative workshops is unrelated to transformational leadership training.
Interventions
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Transformational Teaching
Physical education teachers randomly assigned to the experimental condition will (through a 1-day workshop format) be provided with the resources to implement transformational approaches in their day-to-day work. In addition, these teachers will be involved in a follow-up support program following the workshop to help them to implement transformational teaching strategies that were developed in the workshop.
Standard Educational Practices
Physical education teachers randomly assigned to the control condition will take part in a professional development day workshop provided by their respective School Board. This will involve the same amount of contact time, and will take place on the same day as the transformational teaching workshop. It should be noted that the focus of those alternative workshops is unrelated to transformational leadership training.
Eligibility Criteria
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Inclusion Criteria
Exclusion Criteria
13 Years
15 Years
ALL
Yes
Sponsors
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Canadian Institutes of Health Research (CIHR)
OTHER_GOV
University of British Columbia
OTHER
Responsible Party
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Principal Investigators
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Mark R Beauchamp, PhD
Role: PRINCIPAL_INVESTIGATOR
University of British Columbia
Locations
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University of British Columbia
Vancouver, British Columbia, Canada
Acadia University
Wolfville, Nova Scotia, Canada
Queen's University
Kingston, Ontario, Canada
Nipissing University
North Bay, Ontario, Canada
Countries
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References
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Beauchamp MR, Barling J, Li Z, Morton KL, Keith SE, Zumbo BD. Development and psychometric properties of the transformational teaching questionnaire. J Health Psychol. 2010 Nov;15(8):1123-34. doi: 10.1177/1359105310364175. Epub 2010 Jun 3.
Beauchamp MR, Morton KL. Transformational teaching and physical activity engagement among adolescents. Exerc Sport Sci Rev. 2011 Jul;39(3):133-9. doi: 10.1097/JES.0b013e31822153e7.
Morton KL, Keith SE, Beauchamp MR. Transformational teaching and physical activity: a new paradigm for adolescent health promotion? J Health Psychol. 2010 Mar;15(2):248-57. doi: 10.1177/1359105309347586.
Beauchamp MR, Barling J, Morton KL. Transformational teaching and adolescent self-determined motivation, self-efficacy, and intentions to engage in leisure time physical activity: A randomised controlled pilot Trial. DOI: 10.1111/j.1758-0854.2011.01048.x
Other Identifiers
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H08-02513
Identifier Type: -
Identifier Source: org_study_id
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