Averting Uncertainty: A Practical Guide to Physical Activity Research in Australian Schools

Rachele, Jerome N.; Cuddihy, Thomas F.; Washington, Tracy L.; McPhail, Steven

doi:10.14221/ajte.2013v38n9.4

Cited by 4 publications

(4 citation statements)

References 91 publications

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“…This study does not include randomisation as it is not feasible in our protocol based on school timetables and preferences for class involvement. However, quasi-experimental designs are widely used in school-based research and are useful for comparing groups and measuring change when randomisation is not possible [69]. Overall, the results of this study will provide useful insights into the meaningful implementation of school-based HIIT interventions that support both educative and health outcomes.…”

Section: Discussionmentioning

confidence: 91%

Making a HIIT: study protocol for assessing the feasibility and effects of co-designing high-intensity interval training workouts with students and teachers

et al. 2022

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Background High-intensity interval training (HIIT) is an effective strategy for improving a variety of health outcomes within the school setting. However, there is limited research on the implementation of school-based HIIT interventions and the integration of HIIT within the Health and Physical Education (HPE) curriculum. The aims of the Making a HIIT study are to: 1) describe the methodology and evaluate the feasibility of co-designing HIIT workouts with students and teachers in HPE; 2) determine the effect of co-designed HIIT workouts on cardiorespiratory and muscular fitness, and executive function; 3) understand the effect of co-design on students’ motivation, enjoyment, and self-efficacy towards the workouts; and 4) evaluate the implementation of the intervention. Methods Three schools will participate. Within each school, three different groups will be formed from Year 7 and 8 classes: 1) Co-Designers; 2) HIIT Only; and 3) Control. The study will include two phases. In phase one, Group 1 will co-design HIIT workouts as part of the HPE curriculum using an iterative process with the researcher, teacher, and students as collaborators. This process will be evaluated using student discussions, student surveys, and teacher interviews. In phase two, Groups 1 and 2 will use the co-designed 10-minute HIIT workouts in HPE for 8-weeks. Group 3 (control) will continue their regular HPE lessons. All students will participate in cardiorespiratory fitness, muscular fitness, and executive function assessments before and after the HIIT program or control period. Students will complete questionnaires on their motivation, enjoyment, and self-efficacy of the workouts. Differences between groups will be assessed using linear regressions to account for covariates. Heart rate and rating of perceived exertion will be collected during each HIIT session. The implementation will be evaluated using the Framework for Effective Implementation. Ethical approval was granted by the University of Queensland Human Research Ethics Committee and other relevant bodies. Discussion This study will be the first to co-design HIIT workouts with teachers and students within the HPE curriculum. As this study relies on co-design, each HIIT workout will differ, which will add variability between HIIT workouts but increase the ecological validity of the study. Trial registration ACTRN, ACTRN12622000534785, Registered 5 April 2022 – Retrospectively registered, https://www.anzctr.org.au/ACTRN12622000534785.aspx

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Section: Discussionmentioning

confidence: 91%

Making a HIIT: study protocol for assessing the feasibility and effects of co-designing high-intensity interval training workouts with students and teachers

et al. 2022

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“…In this paper, key issues relating to intervention development are discussed, including recruitment and retention, measurement protocols, economic evaluation and process evaluation (Van Sluijs and Kriemler, 2016). More practically focused commentary pieces offering advice to help school-based research proceed smoothly are also available (Alibali and Nathan, 2010; Rachele et al, 2013). That said, some of these publications may adopt a generic non-PA focus and others may be country-specific.…”

Section: Introductionmentioning

confidence: 99%

Challenges to school-based physical activity data collection: Reflections from English primary and secondary schools

Taylor

Owen

2020

Health Education Journal

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Background: Schools are ideal environments in which to conduct child and adolescent physical activity (PA) research. Despite this, PA-specific practical guidance for school-based research is lacking, which may present unique challenges to researchers. Based on reflections from our own experiences, this paper seeks to provide practical guidance on how best to approach school-based PA data collection. Discussion: This paper focuses on the practicalities of quantitative and qualitative data collection in English primary (4–11 years) and secondary (11–16 years) schools. Recruitment and consent are discussed, and practical guidance provided with respect to engagement with parent/carer(s) and ethical considerations. The importance of good communication with schools, together with its importance in facilitating efficient data collection (through planning, data collection and resource utilisation), is described. Finally, the importance of giving back to the school and participants once a research project has been completed is stressed. Summary: Improved understanding of data collection procedures for school-based PA research is key to helping research become more systematic and efficient. Findings in this paper will be particularly useful to undergraduate and postgraduate students and early career researchers.

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“…Recent Australian data from the 2009-10 National Secondary Students' Diet and Activity survey revealed that 85% of secondary school students from years 8-11 across 237 schools across Australia (n=12,188) reported not engaging in sufficient levels of physical activity to provide health benefits (Cancer Council Australia, 2011), according to the then Department of Health and Ageing's physical activity recommendations for 12-18 year olds (2004). Schools have become critical settings for health promotion strategies aimed at increasing youth physical activity due to distinct and unique methodological circumstances (Rachele, Cuddihy, Washington, & McPhail, 2013): the World Health Organization specifically identified schools as a target setting for the promotion of physical activity amongst youth (World Health Organization, 2004). Schools are an ideal setting for population-based physical activity measurement and interventions (Dobbins, DeCorby, Robeson, Husson, & Tirilis, 2009;Rachele, McPhail, Washington, & Cuddihy, 2012).…”

Section: Introductionmentioning

confidence: 99%

School-Based Youth Physical Activity Promotion: Thoughts and Beliefs of Pre-Service Physical Education Teachers

Rachele¹,

Cuddihy²,

Washington³

et al. 2016

AJTE

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Averting Uncertainty: A Practical Guide to Physical Activity Research in Australian Schools

Cited by 4 publications

References 91 publications

Making a HIIT: study protocol for assessing the feasibility and effects of co-designing high-intensity interval training workouts with students and teachers

Making a HIIT: study protocol for assessing the feasibility and effects of co-designing high-intensity interval training workouts with students and teachers

Challenges to school-based physical activity data collection: Reflections from English primary and secondary schools

School-Based Youth Physical Activity Promotion: Thoughts and Beliefs of Pre-Service Physical Education Teachers

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