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

Sebire, Simon J; Edwards, Mark; Fox, Keith R.; Davies, Ben; Banfield, Kathryn; Wood, Lesley; Jago, Russell

doi:10.1123/jsep.2015-0217

Cited by 18 publications

(45 citation statements)

References 46 publications

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“…The total number of participants included in the present review was 14,523 participants, of which 2059 were school children between 6 and 11 years old [39] and 12,464 were adolescents between the ages of 12 and 17 years [40]. Also, a total of 245 teachers were responsible for carrying out the relevant interventions.…”

Section: Overview Of Studiesmentioning

confidence: 99%

School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review

Vaquero-Solís

Gallego

Tapia-Serrano

et al. 2020

IJERPH

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Background: The aim of this systematic review was to examinemotivational interventions based on physical activity as precursor of psychosocial benefits inside of the scholar context. Method: studies were identified in seven databases (Web of Science, Sport Discuss, Scopus, Eric, Pubmed, Psycinfo and Google Scholar). The search process was from June 2011 to September 2019. A total of 41 articles met the inclusion criteria. Results: 23 studies showed psychological effects after intervention and also 10 studies showed psychosocial effect after the intervention. The rest of the studies, although they presented changes, did not become significant.Conclusions: this systematic review showed the importance of motivational processes for the performance of physical activity and sport as a precursor of psychosocial changesand highlights the importance of strategies and the temporal nature of studies to maintain significant changes over time.Likewise, the study shows the future trend of motivational interventions, highlighting the female gender as participants of special interest, and changing the methodology through web-based interventions and active breaks or mental breaks during traditional subject classes.

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Section: Overview Of Studiesmentioning

confidence: 99%

School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review

Vaquero-Solís

Gallego

Tapia-Serrano

et al. 2020

IJERPH

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“…25 This is particularly appropriate for Action 3:30R (hitherto referred to as Action 3:30 for simplicity), as previous research has shown that TAs can be trained to provide curricular content in a safe environment, using a delivery style that fosters optimal motivation and development. 26…”

Section: Use Of Self-determination Theorymentioning

confidence: 99%

“…27 The results showed that the Action 3:30 intervention holds promise as a scalable physical activity approach. 26,28 The adjusted difference in weekday MVPA was 4.3 minutes higher [95% confidence interval (CI) -2.6 to 11.3 minutes higher] at the end of the intervention in the intervention arm. Sex-stratified analyses indicated that the intervention may hold more promise for boys (8.6 more minutes of weekday MVPA than control, 95% CI 2.8 to 14.5 more minutes) than for girls (0.15 more minutes of weekday MVPA than control, 95% CI -9.7 to 10.0 more minutes).…”

Section: Summary Of Formative Workmentioning

confidence: 99%

“…The results from the process evaluation suggested that the intervention was implemented as planned and well received by schools, TAs and pupils. 26,28 Although the effect on mean levels of MVPA among boys was among the best that has been shown for physical activity interventions in children, 21 more work is needed to improve the content for girls. In addition, findings from the process evaluation showed that improvements are required to improve attendance, recruit less active pupils and increase TAs' ability to manage disruptive behaviour.…”

Section: Summary Of Formative Workmentioning

confidence: 99%

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A revised teaching assistant-led extracurricular physical activity programme for 8- to 10-year-olds: the Action 3:30R feasibility cluster RCT

et al. 2019

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Background Many children do not meet the recommended guidelines for physical activity. The after-school period may be a critical time for children to participate in physical activity. Teaching assistants are important within the school system and could be trained to deliver after-school physical activity programmes. Our previous work showed that a teaching assistant-led after-school physical activity intervention held promise. Objectives To examine the feasibility, evidence of promise and cost of Action 3:30R, a revised after-school physical activity intervention. Design A cluster-randomised feasibility study, including process and economic evaluations. Setting The setting was 12 primary schools in south-west England. Participants The participants were Year 4 and 5 children (aged 8–10 years). Intervention Two teaching assistants from each intervention school attended a 25-hour (5-day) training course focused on how to deliver an after-school physical activity programme. As Action 3:30 is grounded in self-determination theory, the training focused on promoting children’s autonomy, belonging and competence. Teaching assistants received resources to aid them in delivering a 60-minute after-school physical activity programme twice per week for 15 weeks (i.e. 30 sessions). Main outcome measures Measures focused on feasibility outcomes and evidence of promise. Feasibility measures included the recruitment of schools and pupils and the attendance at the after-school programme. Evidence of promise was measured by comparing accelerometer-determined minutes of moderate to vigorous physical activity between the arms at follow-up. Process evaluation measures were conducted using the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) framework. The cost of delivery was also assessed. Results Twelve primary schools were recruited and 41% of eligible pupils consented, 49% of whom were girls. Schools were randomised after baseline measures: six to the intervention arm (n = 170 pupils) and six to the control arm (n = 165 pupils). Two schools allocated to the intervention arm withdrew from the study before the start of the intervention, leaving 111 pupils in the intervention arm. The intervention training was well attended and positively received; eight out of nine teaching assistants attended 100% of the sessions. Action 3:30R clubs were well attended; 74% of pupils attended at least 50% of the 30 sessions. Mean weekday moderate to vigorous physical activity did not differ between the arms at follow-up (–0.5 minutes, 95% confidence interval –4.57 to 3.57 minutes). The process evaluation revealed that Action 3:30R was received positively by pupils, teaching assistants and key contacts in intervention schools. Pupils enjoyed Action 3:30R, and teaching assistants and pupils perceived the teaching style to be autonomy-supportive. Economic evaluation showed that Action 3:30R is inexpensive; the estimated cost of the programme after 1 year was £1.64 per pupil per session. Limitations A reason for withdrawing was given by one school but not by the other. The reason given was an inability to release staff for training. Conclusions Action 3:30R is a low-cost, feasible after-school programme that engages a range of pupils and offers continuing professional development to teaching assistants. However, Action 3:30R does not show evidence of promise in increasing levels of moderate to vigorous physical activity and does not warrant a trial evaluation. Future work Future research should focus on improving the quality of current after-school provision in primary schools to increase physical activity. Trial registration Current Controlled Trials ISRCTN34001941. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 7, No. 19. See the NIHR Journals Library website for further project information.

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“…Qualitative evaluations of SDT-based interventions in PA settings are scarce and very recent. Different studies have tested the effectiveness of interventions to promote PA in adolescents (Sebire et al, 2016a;Sebire et al, 2016b), adults (Kinnafick et al, 2014), older adults (Lee et al, 2016;Thøgersen-Ntoumani et al, 2017), indoor cycling exercisers (Hancox et al, 2018), and in a weight management program for overweight/obese men (Donnachie et al, 2017). Some of these studies were PHYSICAL ACTIVITY AFTER BARIATRIC SURGERY 6 qualitative and others employed a mixed-methods design, but all attempted to deepen, through interviews/focus groups with teachers/instructors and/or exercisers, understanding of how interventions promoted the satisfaction of BPN and autonomous motivation for PA.…”

Section: Introductionmentioning

confidence: 99%

Effects of a physical activity program on post-bariatric patients: A qualitative study from a self-determination theory perspective

et al. 2018

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This study provides an in-depth analysis of the psychosocial benefits that 10 post-bariatric patients (nine female, 31-59 years) perceived from their participation in an exercise program grounded in self-determination theory. Qualitative data were collected through observations and interviews. Participants reported many factors which facilitated basic psychological need satisfaction such as the instructors caring about their opinion, affection, fitness improvement, pain reduction, and knowledge acquisition. These factors were associated with autonomous motivation, enjoyment, intention to be physically active, happiness, and self-confidence. The results suggest that self-determination theory-based exercise programs could be designed to achieve positive outcomes in this population.

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

Cited by 18 publications

References 46 publications

School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review

School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review

A revised teaching assistant-led extracurricular physical activity programme for 8- to 10-year-olds: the Action 3:30R feasibility cluster RCT

Effects of a physical activity program on post-bariatric patients: A qualitative study from a self-determination theory perspective

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