Fu You, Gao Zan, Hannon James C, Burns Ryan D, Brusseau Timothy A
Dept of Kinesiology and Sport Sciences, University of Nebraska, Kearney, NE.
J Phys Act Health. 2016 May;13(5):534-42. doi: 10.1123/jpah.2015-0351. Epub 2015 Oct 28.
This study aimed to examine the effect of a 9-week SPARK program on physical activity (PA), cardiorespiratory endurance (Progressive Aerobic Cardiovascular Endurance Run; PACER), and motivation in middle-school students.
174 students attended baseline and posttests and change scores computed for each outcome. A MANOVA was employed to examine change score differences using follow-up ANOVA and Bonferroni post hoc tests.
MANOVA yielded a significant interaction for Grade × Gender × Group (Wilks's Λ = 0.89, P < .001). ANOVA for PA revealed significant differences between SPARK grades 6 and 7 (Mean Δ = 8.11, P < .01) and Traditional grades 6 and 8 (Mean Δ = -6.96, P < .01). ANOVA also revealed greater PACER change for Traditional boys in grade 8 (P < .01) and SPARK girls in grade 8 (P < .01). There were significant interactions with perceived competence differences between SPARK grades 6 and 8 (Mean Δ = 0.38, P < .05), Enjoyment differences between SPARK grades 6 and 7 (Mean Δ = 0.67, P < .001), and SPARK grades 6 and 8 (Mean Δ = 0.81, P < .001).
Following the intervention, SPARK displayed greater increases on PA and motivation measures in younger students compared with the Traditional program.
本研究旨在探讨为期9周的SPARK项目对中学生身体活动（PA）、心肺耐力（渐进性有氧心血管耐力跑；PACER）和动机的影响。
174名学生参加了基线测试和后测，并计算了每个结果的变化分数。采用多变量方差分析（MANOVA），通过后续的方差分析（ANOVA）和Bonferroni事后检验来检验变化分数的差异。
多变量方差分析得出年级×性别×组别的显著交互作用（威尔克斯Λ = 0.89，P <.001）。对身体活动的方差分析显示，SPARK项目的6年级和7年级之间存在显著差异（平均变化量 = 8.11，P <.01），传统项目的6年级和8年级之间也存在显著差异（平均变化量 = -6.96，P <.01）。方差分析还显示，传统项目的8年级男生（P <.01）和SPARK项目的8年级女生（P <.01）的PACER变化更大。在SPARK项目的6年级和8年级之间，感知能力差异存在显著交互作用（平均变化量 = 0.38，P <.05）；在SPARK项目的6年级和7年级之间，享受程度差异存在显著交互作用（平均变化量 = 0.67，P <.001）；在SPARK项目的6年级和8年级之间，享受程度差异也存在显著交互作用（平均变化量 = 0.81，P <.001）。
干预后，与传统项目相比，SPARK项目在较年轻学生的身体活动和动机测量指标上有更大的提升。
