Clinical trial NCT03888885: Effect of Sport Education in University Required PE on Students' Perceived Physical Literacy and Physical Activity Level
Official title: Effect of Sport Education Intervention in University Required Physical Education: Cluster Randomized Trial of Students' Perceived Physical Literacy and Physical Activity Levels
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Physical Activity
Motivation
Keywords: Physical Education
Sport Education
Physical Literacy
Physical Activity
University Students
Lead sponsor: Chinese University of Hong Kong
Sponsor class: OTHER
First posted: 2019-03-25
Enrollment: 410
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: TREATMENT

Brief summary: This project examines the effects of implementing sport education model in university required physical education lessons on perceived physical literacy and physical activity levels of the students.

Detailed description: Scholars suggested the practical application of sport education could operationalize physical literacy that some features of this pedagogical model are positively associated to the development and attributes of physical literacy. However, there is no further supplement on the curriculum and pedagogical method for physical educators to develop students as physically literate individuals. Compared to primary school students and adolescents, university students are at the stage of transition from compulsory physical education in secondary school to more self-initiated physical lifestyle in adulthood. It is therefore important that they develop physical literacy as well as a positive attitude towards physical activity. Unfortunately, despite its importance, physical literacy among university students is insufficiently investigated. In view of the above, this study employs a cluster randomized trial design to examine the effectiveness of sport education model delivered in the required physical education lessons at the university level to eligible students. The investigation focuses on the pre- and post-test and follow-up difference to see whether there are differences on perceived motivational climate, situational motivation, and their corresponding outcome of perceived PL, PA enjoyment and, self-report and objective PA levels. Also, this study investigates the fitness instruction time by videotaping and coding during every PE lesson from both groups. This study would be significant that the findings could establish the importance on physical literacy development through sport education model as well as develop students' physical literacy and positive attitude towards physical activity.

Eligibility criteria: Inclusion Criteria:

* Physical education classes: universities in Hong Kong which are funded by the University Grants Committee and provides required PE lessons.
* Lecturers: graduated from master's degree or above, more than 5 years of teaching experience, in addition with the attendance of 12-hour continuing professional development workshop on Sport Education curriculum.
* Students: aged 18 or above, enrolled in 1-credit required physical education lessons and indicated all statements negatively in the self-screening Physical Activity Readiness Questionnaire (The Canadian Society for Exercise Physiology, 2017).

Exclusion Criteria:

* did not wish to participate;
* have currently used their own wearable activity tracker;
* indicated any major physical, psychiatric, or cardiovascular-related problems diagnosed by a physician.

Primary outcomes:
measure: Self-report Physical Activity Levels
timeFrame: Change from Baseline Self-report Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week)
measure: Objective Physical Activity Levels
timeFrame: Change from Baseline Objective Physical Activity Levels at the 10th lesson (11th week) and Follow-up at the 13th lesson (15th week)
Secondary outcomes:
measure: Motivational Climate
timeFrame: Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up)
measure: Situational Motivation
timeFrame: Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up)
measure: Perceived Physical Literacy
timeFrame: Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up)
measure: Physical Activity Enjoyment
timeFrame: Baseline, 10th lesson (11th week) (Post-intervention) and 13th lesson (15th week) (Follow-up)
measure: Fitness Instruction Time of Physical Education Lessons
timeFrame: The 1st lesson (Baseline) to the 10th lesson (11th week)
Other outcomes:
Locations:
city: Hong Kong
country: Hong Kong
facility: The Chinese University of Hong Kong
Study officials:
affiliation: Chinese University of Hong Kong
name: Kim Wai Raymond Sum, EdD
role: PRINCIPAL_INVESTIGATOR
affiliation: Chinese University of Hong Kong
name: Siu Ming Choi, PhD
role: PRINCIPAL_INVESTIGATOR
References:
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citation: Sum RK, Ha AS, Cheng CF, Chung PK, Yiu KT, Kuo CC, Yu CK, Wang FJ. Construction and Validation of a Perceived Physical Literacy Instrument for Physical Education Teachers. PLoS One. 2016 May 19;11(5):e0155610. doi: 10.1371/journal.pone.0155610. eCollection 2016.
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citation: Sum, K. W. R., Wallhead, T., Ha, S., & Sit, H. (2018). Effects of physical education continuing professional development on teachers' physical literacy and self-efficacy and students' learning outcomes. International Journal of Educational Research, 88, 1-8.