We Designed and Implemented the 'MASTER Framework' as a Theoretical Framework to Guide the Design and Delivery of PE and Sports.

NCT ID: NCT06496464

Last Updated: 2024-07-11

Basic Information

• Recruitment Status: NOT_YET_RECRUITING
• Clinical Phase: NA
• Total Enrollment: 200 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-09-01
• Study Completion Date: 2025-06-01

Brief Summary

Our research team is committed to improving the quality of physical education in China. Based on the needs of teachers and sports coaches in China, we designed and implemented the 'MASTER Framework' as a theoretical framework to guide the design and delivery of PE and sports. This framework aims to help PE teachers learn about and develop the critical skills needed to create a positive teaching environment and facilitate effective PE class delivery using a games-based approach (GBA).

Detailed Description

Phase 1 MASTER Coach Development Workshop (weeks 1) PE teachers participated in a 6-hour theory and practical teacher education workshop via Zoom to a member of the research team (JY), including four hours of reading relevant papers and books regarding the game-based approach (GBA) (Game-sense, Invasion Games, Small-sided games and tactical approach). The latest evidence regarding sport, coaching and youth was presented, and the MASTER framework was explained. A combination of lectures, discussions and group work activities provided coaches with the theoretical underpinnings and practical applications of the MASTER elements. It allowed coaches to plan and assess sessions based on the MASTER framework and evaluation tool. A key target for the workshop was to empower coaches with the necessary skills and understanding to use the MASTER framework when designing new training activities or adapting existing activities. Coaches were provided with a PowerPoint presentation, printed course booklet, MASTER checklist, and printed (and explained) examples of basketball training activities and planning tasks. The workshop components (e.g., PowerPoint presentations, workshop materials, practical sessions) were designed and developed to minimise the impact of the presenters' biographies on knowledge uptake and ensure suitability for future scale-up (whereby external presenters would deliver the MASTER program).

Phase 2 Eight weeks of teaching mentoring (weeks 2-7) This 8-week phase involved coaches implementing MASTER elements (e.g. 10-minute stretching before a sports game, teachers will give 1-2 sentences of praise during the game for individual students who make a reasonable effort) in their regular training sessions (2 x 1 ½ hour sessions per week) under the guidance of the coach mentor (2-3 experienced coaches who from the member of the research team will evaluate the mentor). The mentor spent one session per week (1 ½ hour) for eight weeks, rotating between coaches to assist in applying the MASTER framework and providing ongoing support. This included access to a discussion platform on Facebook messenger, providing example session activities and MASTER learning activities via the purpose-designed MASTER website, and feedback on draft session plans. During and after the training sessions, the mentor also stimulated dialogue and provided input to coaches regarding potential ways to increase the engagement of players (e.g., adaption of the session activities), questioning techniques to facilitate player reflection and learning, session evaluation and coach reflection; identification of the elements of MASTER in action; and identification of the potential missed opportunity to include an element of MASTER.

Phase 3 3 weeks peer peer-assessed teaching/discussions (weeks 8-10) The mentor prepared and implemented a 2-hour training session highlighting important aspects of the MASTER framework and games-based coaching practices. Coaches were involved in evaluating the mentor using the MASTER observation checklist, and a group discussion based on the checklist and coach observations facilitated the learning episode. This collaborative practise incorporates what is known about professional learning communities and instructional "rounds", and is now common in higher educational settings. The literature supports that learning and understanding are optimised when learners are involved in the feedback process, explicitly learn to become assessors, have a clear framework to evaluate performance, and provide feedback through a discussion or dialogue. Following the coach assessment and reflection session, coaches continued implementing MASTER strategies in their regular training sessions. They were required to undertake a peer observation of a colleague alongside the coach mentor (using the MASTER observation checklist). Feedback and professional dialogue followed the peer observation sessions. Peer dialogue has shown to be an effective and well-received method for improving coaching practices.

Frequency: Participated teachers will be asked to participate in Weekly 2-3 hour game sessions in school, which is an additional component of the intervention (with the teacher's regular class). The sessions will be facilitated by the teacher and supervised by a study team member (weekly 30-40-minute telephone calls with members of the research team discussing strategies for improving game sessions).

Conditions

Help PE Teachers Learn and Develop the Critical Skills Needed to Create a Positive Teaching Environment

Study Design

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

Study Groups

control group

Teachers randomized to the control group will participate in the following:

Basketball training as usual, which involves one 2-3 hour session delivered per week based on local school protocol

Teachers in the control group will only receive the MASTER Teaching Program after completing the study period and assessing outcome measures.

Group Type: PLACEBO_COMPARATOR

Intervention

Intervention Type: BEHAVIORAL

Phase 1 MASTER Coach Development Workshop (weeks 1) PE teachers participated in a 6-hour theory and practical teacher education workshop to a research team (JY) member, including 4h of reading relevant papers and books regarding the game-based approach (GBA) .

Phase 2 Eight weeks of teaching mentoring (weeks 2-7) This 8-week phase involved coaches implementing MASTER elements (e.g. 10-minute stretching before a sports game, teachers will give 1-2 sentences of praise during the game for individual students who make a reasonable effort) in their regular training sessions.

Phase 3 3 weeks peer assessed teaching/discussions (weeks 8-10) The mentor prepared and implement a 2-h training session designed to highlight important aspects of the MASTER framework and games-based coaching practices.

Intervention condition (MASTER teacher education program)

Jin Yan will train the PE teachers to complete video assessments and questionnaires. Five teachers from the intervention group will be educated in the MASTER coach education program and trained to deliver a basketball program that aligns with the MASTER framework.

Group Type: EXPERIMENTAL

Intervention

Intervention Type: BEHAVIORAL

Phase 1 MASTER Coach Development Workshop (weeks 1) PE teachers participated in a 6-hour theory and practical teacher education workshop to a research team (JY) member, including 4h of reading relevant papers and books regarding the game-based approach (GBA) .

Phase 2 Eight weeks of teaching mentoring (weeks 2-7) This 8-week phase involved coaches implementing MASTER elements (e.g. 10-minute stretching before a sports game, teachers will give 1-2 sentences of praise during the game for individual students who make a reasonable effort) in their regular training sessions.

Phase 3 3 weeks peer assessed teaching/discussions (weeks 8-10) The mentor prepared and implement a 2-h training session designed to highlight important aspects of the MASTER framework and games-based coaching practices.

Interventions

Intervention

Phase 1 MASTER Coach Development Workshop (weeks 1) PE teachers participated in a 6-hour theory and practical teacher education workshop to a research team (JY) member, including 4h of reading relevant papers and books regarding the game-based approach (GBA) .

Phase 2 Eight weeks of teaching mentoring (weeks 2-7) This 8-week phase involved coaches implementing MASTER elements (e.g. 10-minute stretching before a sports game, teachers will give 1-2 sentences of praise during the game for individual students who make a reasonable effort) in their regular training sessions.

Phase 3 3 weeks peer assessed teaching/discussions (weeks 8-10) The mentor prepared and implement a 2-h training session designed to highlight important aspects of the MASTER framework and games-based coaching practices.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• Only participants providing signed consent were eligible to participate in the study and complete the teacher, student or parent questionnaire.

Exclusion Criteria

• without an illness or injury that would preclude them from participating in physical activity.

• Minimum Eligible Age: 12 Years
• Maximum Eligible Age: 15 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Soochow University

OTHER

Sponsor Role: lead

Responsible Party

Jin Yan

Pro Dr

Responsibility Role: PRINCIPAL_INVESTIGATOR

Central Contacts

Jin Yan, PhD

Role: CONTACT

jinyan1126@suda.edu.cn

+86 18515216321

Other Identifiers

SUDA20240626H06

Identifier Type: -

Identifier Source: org_study_id