Initial Outcomes of a Participatory-Based, Competency-Building Approach to Increasing Physical Education Teachers' Physical Activity Promotion and Students' Physical Activity: A Pilot Study

Autor/inn/en	Weaver, R. Glenn; Webster, Collin A.; Beets, Michael W.; Brazendale, Keith; Chandler, Jessica; Schisler, Lauren; Aziz, Mazen
Titel	Initial Outcomes of a Participatory-Based, Competency-Building Approach to Increasing Physical Education Teachers' Physical Activity Promotion and Students' Physical Activity: A Pilot Study
Quelle	In: Health Education & Behavior, 45 (2018) 3, S.359-370 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/1090198117731600
Schlagwörter	Physical Education; Physical Education Teachers; Physical Activity Level; Workshops; Regression (Statistics); Health Promotion; Faculty Development; Measurement; Electronic Equipment; Educational Games; Physical Fitness; Teaching Methods; Motor Development; Statistical Analysis; Student Characteristics; Institutional Characteristics; Pilot Projects; Outcomes of Education; Rural Schools; Elementary School Students; Elementary School Teachers; Intervention + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lernwerkstatt; Schulung; Regression; Regressionsanalyse; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Messverfahren; Elektronisches Gerät; Educational game; Lernspiel; Leistungsfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Motorische Entwicklung; Statistische Analyse; Pilot project; Modellversuch; Pilotprojekt; Lernleistung; Schulerfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study examined the initial effects of a participatory-based, competency-/skill-building professional development workshop for physical education (PE) teachers on the use of physical activity (PA) promotion practices (e.g., eliminating lines, small-sided games) and students' moderate-to-vigorous physical activity (MVPA). A total of 823 students (52.8% boys) wore accelerometers at baseline (fall 2015) and outcome (spring 2016) on PE and non-PE days. The System for Observing Fitness Instruction Time+ measured changes in PA promotion practices. Teachers (n = 9) attended a 90-minute workshop prior to outcome data collection. Mixed-model linear regressions estimated changes in teacher practices and students' MVPA. Three of the nine targeted PA promotion practices changed in the desired direction (i.e., p < 0.05; increased motor content and lessons taught outdoors, reduced activities with lines), with three more teacher practices trending in the desired direction (i.e., reduced management time and activities with elimination, increased small-sided games). During PE, boys and girls increased MVPA by 2.0 (95% confidence interval [1.1, 3.0]), and 1.3 (95% confidence interval [0.5-2.0]) minutes, respectively. However, there were no statistically significant changes in boys' or girls' MVPA during the school day. Greater implementation of promotion practices by the PE teachers was associated with boys', but not girls', MVPA during PE. Girls in high- and low-implementing teachers' lessons experienced increases in MVPA, suggesting that even small changes in PA promotion practices can increase girls' MVPA during PE. Overall, the workshops were effective at increasing teachers' PA promotion and students' MVPA in PE. Other school-based strategies that complement and extend efforts targeting PE are recommended to increase children's total daily PA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01