School of Human Movement Studies, Faculty of Education, Charles Sturt University, Australia.
J Sci Med Sport. 2010 Mar;13(2):217-24. doi: 10.1016/j.jsams.2009.04.008. Epub 2009 Jul 1.
The purpose of this study was to determine the feasibility, acceptability, and potential efficacy of a school-based physical activity program delivered during school sport time among adolescent girls from low income predominately linguistically diverse backgrounds in New South Wales, Australia. Using a 3-month, 2-arm, parallel-group pilot RCT design, 38 adolescent girls (Year 11) were recruited to participate in the program and randomised into intervention (n=17) or control groups (n=21). The intervention program aimed to increase physical activity by improving enjoyment, physical self-perception and perceived competence. Baseline and follow-up (12 weeks) assessments included enjoyment of physical activity, physical self-perception, and objectively measured physical activity during school sport sessions. Process data were collected through observations of lessons, attendance records, and interviews with participants and staff. Recruitment (63%) and retention (68%) goals were less than anticipated but similar to other studies. Participation was higher for the intervention (72%) than the control (60%) group and the intervention group reported high levels of satisfaction with the program. At follow-up, girls in the intervention group, compared with the control group, showed greater improvement in their enjoyment of physical activity during school sport (adjusted mean difference=3.8, 95% Confidence Interval [CI] -2.4, 10.1; Cohen's d=0.42 standard deviation units) and body image (adjusted difference mean=1.0, 95% CI -0.4, 2.3; d=0.50). There was a smaller decline in participation in physical activity during school sport (adjusted mean=13.6, 95% CI -21.8, 48.9; d=0.24). This study highlights major barriers confronting adolescent girls' participation in school sport. Some of these include teacher attitudes and support, activities and programming, purpose and distinction, and student input. Negotiating these barriers and overcoming them in a school setting appears feasible with support from the entire school community.
本研究旨在确定在澳大利亚新南威尔士州，针对低收入、以语言多样化为主的青少年女孩，在学校体育时间内实施基于学校的身体活动计划的可行性、可接受性和潜在效果。采用为期 3 个月、2 臂、平行组的试点 RCT 设计，招募了 38 名青少年女孩（11 年级）参与该计划，并随机分为干预组（n=17）或对照组（n=21）。干预计划旨在通过提高享受度、身体自我感知和感知能力来增加身体活动。基线和随访（12 周）评估包括对身体活动的享受度、身体自我感知以及在学校体育课程中客观测量的身体活动。通过对课程的观察、出勤记录以及与参与者和工作人员的访谈收集过程数据。招募（63%）和保留（68%）目标低于预期，但与其他研究相似。干预组（72%）的参与率高于对照组（60%），且干预组对该计划的满意度较高。随访时，与对照组相比，干预组女孩在学校体育中对身体活动的享受度（调整后的平均差异=3.8，95%置信区间[CI]-2.4，10.1；Cohen's d=0.42 标准差单位）和身体形象（调整后的差异均值=1.0，95%CI-0.4，2.3；d=0.50）方面有更大的改善。在学校体育中参与身体活动的人数减少幅度较小（调整后的平均=13.6，95%CI-21.8，48.9；d=0.24）。本研究强调了青少年女孩参与学校体育所面临的主要障碍。其中一些包括教师态度和支持、活动和编程、目的和区别以及学生投入。在整个学校社区的支持下，在学校环境中协商这些障碍并克服它们是可行的。
