A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial

Abstract

Additional Information:• NOTICE: this is the author's version of a work that was accepted for publication in Preventive Medicine. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published AbstractObjective: Physical education (PE) programs aim to promote physical activity (PA) and reach most school-aged youth. However, PA levels within PE lessons are often low. In this clusterrandomized controlled trial, we examine the effects of three self-determination theory-based motivational strategies on PA and sedentary behavior, as well as their hypothesized antecedents during PE lessons.Methods: Data were collected in Sydney, Australia (October -December 2011). After baseline testing, teachers (n = 16) and their classes (n = 288 students; M = 13.6 years, 50.4% male) were randomly assigned to one of four teaching strategy conditions: (1) explaining relevance; (2) providing choice; (3) complete free choice; or (4) usual practice. Teachers then delivered the assigned strategy. Primary outcomes were accelerometer-assessed PA and student motivation during lessons. Secondary outcomes included sedentary behavior, perceptions of teachers' support and psychological needs satisfaction.Results: The 'free choice' intervention increased PA (p < .05). 'Providing choice' and 'free choice' interventions decreased sedentary behavior (p < .05). The interventions did not influence motivation, but students' autonomy increased during both choice-based interventions (p < .05).Conclusions: Promoting choice can produce short-term increases in PA and decreases in sedentary behavior, as well as increased perceived autonomy during PE lessons.

Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30

“…Social agents can be trained to use an autonomy-supportive teaching style (Aelterman, Vansteenkiste, Van den Berghe, De Meyer, & Haerens, 2014;Tessier, Sarrazin, & Ntoumanis, 2010). As such, SDT is being increasingly used to inform children's school-based physical activity interventions in PE lessons (Chatzisarantis & Hagger, 2009;Lonsdale et al, 2013), non-PE curriculum lessons (Contento, Koch, Lee, & Calabrese-Barton, 2010;Pardo, Bengoechea, Julian Clemente, & Lanaspa, 2014), and after-school settings (Robbins et al, 2013;Wilson et al, 2011). Of the studies in the after-school period, the results of only one (a 17-week after-school physical activity program for low-income and minority adolescents) are published (Wilson et al, 2011).…”

Effect of a School-based Nutrition Education Program on the Nutritional Status of Primary School Children

“…A few studies have used active learning techniques in the field of nutrition and health behaviors, which were successful in improving health behaviors (18,19). Changing nutritional knowledge using active learning techniques was one of the primary goals of our study because knowledge increasing has important role in changing behavior and promoting nutritional knowledge.…”

“…Changing nutritional knowledge using active learning techniques was one of the primary goals of our study because knowledge increasing has important role in changing behavior and promoting nutritional knowledge. Active learning strategies have been used to improve learning and behaviors (18,20).…”

Efetividade de uma intervenção de base escolar sobre o tempo de tela em estudantes do ensino médio

“…Lonsdale et al 26 tested 4 intervention models that included actions with both teenagers and their teachers aimed at reducing the amount of time spent in sedentary activities among Australian adolescents. The models of "providing choice" and "free choice" reduced the amount of time that the students spent in sedentary activities, while the models of "usual practice" and "explaining the relevance" did not alter the sedentary behaviors.…”