Effect of Sport Education in University Required PE on Students' Perceived Physical Literacy and Physical Activity Level

The Chinese University of Hong Kong

Status: Completed

Conditions: Motivation; Physical Activity

Treatments: Behavioral: Sport Education Model

Study type: Interventional

Funder types: Other

Identifiers

NCT03888885

CSMing

Details and patient eligibility

About

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.

Full 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.

Enrollment: 410 patients

Sex: All

Ages: 18+ years old

Volunteers: Accepts Healthy Volunteers

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.

Trial design

Primary purpose: Treatment

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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410 participants in 2 patient groups

Sport Education Group

Experimental group

Description:

Participants participated in the required physical education lessons which were delivered in a season of sport education model for 10 lessons.

Treatment:

Behavioral: Sport Education Model

Control Group

No Intervention group

Description:

Participants received no intervention treatment. They were asked to attend in normal physical education classes for the same period of time.