Peer Leadership for Physical Literacy

Study Overview
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Brief Summary
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The purpose of the proposed research is to develop, implement, and test the efficacy of a theory-driven evidence-based peer leadership program for elementary school students (Grade 6/7; age 11/12 years) in relation to (a) their own leadership skills and their leadership self-efficacy (i.e., confidence to lead), as well as (b) the physical literacy of younger (Grade 3/4; age 8/9) students with whom they are partnered.

Official Title
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Peer Leadership for Physical Literacy: A Randomized Controlled Trial for Elementary School Students

Conditions
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Leadership, Physical Activity

Intervention / Treatment
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* Behavioral: Leadership Intervention


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Participants must be teachers (Grade 6/7) and students (Grade 3,4, 6 or 7) in elementary schools in the Lower Mainland of British Columbia. Students must have a basic working knowledge of English. Exclusion Criteria: There are no exclusion criteria that would exclude anyone who otherwise meets the inclusion criteria specified above

Ages Eligible for Study
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Minimum Age: 8 Years
Maximum Age: 14 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Prevention
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Leadership Intervention Group<br>Teachers in the intervention group will receive a half day workshop from a member of the research team. These teachers will then provide a four week training program to Grade 6/7 students, who will then deliver a 10-week fundamental movement skill (FMS) training program to Grade 3/4 students. | Behavioral: Leadership Intervention<br>* Grade 6/7 teachers will take part in a workshop on developing transformational leadership among their Grade 6/7 students, and provide teachers with a 4-week training program. Teachers will implement a 4-week leadership development component to their Grade 6/7 students. Grade 6/7 students will then deliver a 10-week peer-led FMS program to Grade 3/4 students. The Grade 6/7 peer leaders will lead 2 x 30 min sessions per week during physical education classes, recess, or lunch times. In weeks two and three, peer leaders will be observed by members of the research team and provided with feedback using a structured checklist regarding their delivery in the session. Mid-way through the 10-week program teachers will deliver a booster leadership training component to the Grade 6/7 peer-leaders.<br>|
| No Intervention: Waitlist Control<br>This group of students and teachers will act as a waitlist control group. Therefore, during the same time that the other group is receiving the intervention, this group will proceed with their normal practices. | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Teacher's rating of their student's transformational leadership using the Transformational Teaching Questionnaire | Transformational leadership by Grade 6/7 peer leaders will be assessed by teachers using an adaption version of the Transformational Teaching Questionnaire (Beauchamp et al., 2010). This abbreviated measures has been used in our previous studies which demonstrated sound reliability (cronbach alpha > 0.89). | Change from Baseline Transformational Leadership at 6 months (Post Intervention) | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Self-Rated Leadership Self-Efficacy using a ten-item questionnaire | Leadership Self-Efficacy by Grade 6/7 peer leaders will be assessed using a ten-item leadership self-efficacy measure using Bandura's (2006) recommended procedures for assessing self-efficacy. | Change from Baseline Leadership Self-Efficacy at 6 months (Post Intervention) | 
| Grade 3/4 student self reported intrinsic motivation using the Intrinsic motivation measure by Sebire and colleagues (2013) | Intrinsic motivation among Grade 3/4 students will be assessed using the Intrinsic Motivation measure developed by Sebire and colleagues (2013) for specific use with young children in school physical education settings. This measure displays sound reliability (cronbach alpha = 0.77), as well as factorial validity. | Change from Baseline Intrinsic Motivation at 6 months (Post Intervention) | 
| Grade 3/4 self-reported Perceived Competence using the Perceived Competence measure developed by Sebire and colleagues (2013) | Grade 3/4 Perceived Competence will be measured by a questionnaire developed by Sebire and colleagues (2013) for specific use in school physical education settings with young children. This measure has been shown to display sound reliability (cronbach alpha = 0.72). | Change from Baseline Intrinsic Motivation at 6 months (Post Intervention) | 
| Physical Self Description Questionnaire (Marsh et al., 2010) will assess Grade 3/4 self-reported self-concept | The Physical Self Description Questionnaire is a self-report measure for Grade 3/4 students that has sound reliability and factorial validity. | Change from Baseline Self-Concept at 6 months (Post Intervention) | 
| Fundamental Movement Skills Competence assessed via the Test of Gross Motor Development (3rd edition) and product scores (throw/kick speed, successful number of catches) | The kick, throw and a combination throwing/catching test will be performed. Skills will be videoed so that raters can assess the process of each movement and score according to predefined criteria of the Test of Gross Motor Development 3rd edition (Ulrich and Webster, 2017). Our assessment will also enable us to assess maximal kicking and throwing speed. The combination throwing/catching test will be performed for two trials of 30 seconds each, with scores assigned based on the number of successful catches each participant completes. | Change from Baseline Fundamental Movement Skills at 6 months (Post Intervention) | 
| School Day Physical Activity will be assessed in Grade 3/4 students using hip worn GT3X+ accelerometers | A subsample of Grade 3/4 students will be randomly selected to wear an accelerometer for one school week (5 days) during the school day only. | Change from Baseline School Day Physical Activity at 6 Months (Post Intervention) | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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school, intervention, physical literacy, peer mentor, leadership, motor skills, physical activity