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

NCT ID: NCT03888885

Last Updated: 2022-07-18

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 410 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2019-01-07
• Study Completion Date: 2019-04-18

Brief Summary

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.

Detailed Description

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.

Conditions

Physical Activity; Motivation

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: TREATMENT
• Blinding Strategy: SINGLE

Study Groups

Sport Education Group

Participants participated in the required physical education lessons which were delivered in a season of sport education model for 10 lessons.

Group Type: EXPERIMENTAL

Sport Education Model

Intervention Type: BEHAVIORAL

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.

Control Group

Participants received no intervention treatment. They were asked to attend in normal physical education classes for the same period of time.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Sport Education Model

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.

Intervention Type: BEHAVIORAL

Eligibility Criteria

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.

• Minimum Eligible Age: 18 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Chinese University of Hong Kong

OTHER

Sponsor Role: lead

Responsible Party

Choi Siu Ming

PhD Student, Department of Sports Science and Physical Education, Principal Investigator

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Kim Wai Raymond Sum, EdD

Role: PRINCIPAL_INVESTIGATOR

Chinese University of Hong Kong

Siu Ming Choi, PhD

Role: PRINCIPAL_INVESTIGATOR

Chinese University of Hong Kong

Locations

The Chinese University of Hong Kong

Hong Kong, , Hong Kong

Countries

Hong Kong

References

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Reference Type: BACKGROUND

PMID: 25680021 (View on PubMed)

Hastie, P., & Wallhead, T. (2015). Operationalizing physical literacy through sport education. Journal of Sport and Health Science, 4(2), 132-138. doi:10.1016/j.jshs.2015.04.001

Reference Type: BACKGROUND

McKenzie, T. L., Sallis, J. F., & Nader, P. R. (1992). SOFIT: System for observing fitness instruction time. Journal of teaching in physical Education, 11(2), 195-205.

Reference Type: BACKGROUND

Milton, D., Appleton, P. R., Bryant, A., & Duda, J. L. (2018). Initial Validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in Physical Education. Journal of Teaching in Physical Education, 37(4), 340-351.

Reference Type: BACKGROUND

Motl RW, Dishman RK, Saunders R, Dowda M, Felton G, Pate RR. Measuring enjoyment of physical activity in adolescent girls. Am J Prev Med. 2001 Aug;21(2):110-7. doi: 10.1016/s0749-3797(01)00326-9.

Reference Type: BACKGROUND

PMID: 11457630 (View on PubMed)

Sum RK, Ha AS, Cheng CF, Chung PK, Yiu KT, Kuo CC, Yu CK, Wang FJ. Construction and Validation of a Perceived Physical Literacy Instrument for Physical Education Teachers. PLoS One. 2016 May 19;11(5):e0155610. doi: 10.1371/journal.pone.0155610. eCollection 2016.

Reference Type: BACKGROUND

PMID: 27195664 (View on PubMed)

Sum RKW, Cheng CF, Wallhead T, Kuo CC, Wang FJ, Choi SM. Perceived physical literacy instrument for adolescents: A further validation of PPLI. J Exerc Sci Fit. 2018 Apr;16(1):26-31. doi: 10.1016/j.jesf.2018.03.002. Epub 2018 Mar 14.

Reference Type: BACKGROUND

PMID: 30662489 (View on PubMed)

Whitehead, M. E. (2013). Stages in physical literacy journey. International Council of Sport Science and Physical Education Bulletin, 65, 51-55.

Reference Type: BACKGROUND

Craig CL, Marshall AL, Sjostrom M, Bauman AE, Booth ML, Ainsworth BE, Pratt M, Ekelund U, Yngve A, Sallis JF, Oja P. International physical activity questionnaire: 12-country reliability and validity. Med Sci Sports Exerc. 2003 Aug;35(8):1381-95. doi: 10.1249/01.MSS.0000078924.61453.FB.

Reference Type: BACKGROUND

PMID: 12900694 (View on PubMed)

Hallal PC, Andersen LB, Bull FC, Guthold R, Haskell W, Ekelund U; Lancet Physical Activity Series Working Group. Global physical activity levels: surveillance progress, pitfalls, and prospects. Lancet. 2012 Jul 21;380(9838):247-57. doi: 10.1016/S0140-6736(12)60646-1.

Reference Type: BACKGROUND

PMID: 22818937 (View on PubMed)

Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000 Jan;55(1):68-78. doi: 10.1037//0003-066x.55.1.68.

Reference Type: BACKGROUND

PMID: 11392867 (View on PubMed)

Sum, K. W. R., Wallhead, T., Ha, S., & Sit, H. (2018). Effects of physical education continuing professional development on teachers' physical literacy and self-efficacy and students' learning outcomes. International Journal of Educational Research, 88, 1-8.

Reference Type: BACKGROUND

Provided Documents

Document Type: Study Protocol

View Document

Document Type: Statistical Analysis Plan

View Document

Document Type: Informed Consent Form

View Document

Other Identifiers

CSMing

Identifier Type: -

Identifier Source: org_study_id