Schneider Jekaterina, Polet Juho, Hassandra Mary, Lintunen Taru, Laukkanen Arto, Hankonen Nelli, Hirvensalo Mirja, Tammelin Tuija H, Törmäkangas Timo, Hagger Martin S
Faculty of Sport and Health Sciences, University of Jyväskylä, Keskussairaalantie 4, 40600, Jyväskylä, Finland.
Department of Physical Education and Sport Science, University of Thessaly, Thessaly, Greece.
BMC Public Health. 2020 Sep 22;20(1):1438. doi: 10.1186/s12889-020-09518-3.
Inadequate physical activity in young people is associated with several physical and mental health concerns. Physical education (PE) is a potentially viable existing network for promoting physical activity in this population. However, little research has been conducted on whether PE teachers can influence students' engagement in leisure-time physical activity. The present study therefore examined the efficacy of an intervention aimed at increasing PE teachers' autonomy support on students' leisure-time physical activity (the PETALS trial). The intervention was guided by the trans-contextual model (TCM) explaining the processes by which PE teachers' provision of autonomy support during PE promotes students' motivation and engagement in physical activity in their leisure time.
The study adopted a cluster-randomized, waitlist control intervention design with randomization by school. Participants were PE teachers (N = 29, 44.83%female; M age = 42.83, SD = 9.53 yrs) and their lower secondary school students (N = 502, 43.82%female; M age = 14.52, SD = 0.71 yrs). We measured TCM constructs, including perceived autonomy support, autonomous motivation in PE and leisure time, beliefs and intentions towards leisure-time physical activity, and physical activity behavior at baseline, post-intervention, and at one-, three-, and six-months. Study hypotheses were tested through a series of ANOVAs and structural equation models using post-intervention and one-month follow-up data.
We found no changes in TCM constructs or physical activity behavior in either group at post-intervention or at 1 month. Path analyses supported two propositions of the TCM as change variables: perceived autonomy support had a significant effect on autonomous motivation in PE and autonomous motivation in PE had a significant effect on autonomous motivation in leisure time. Although we found a direct effect of autonomous motivation in leisure time on physical activity, we did not find support for the third premise of the TCM that autonomous motivation in leisure time indirectly affects physical activity through beliefs and intentions.
Current findings did not support the efficacy of the PETALS intervention at changing physical activity behavior and TCM constructs. More research is required to determine whether the TCM predictive validity is supported when other model variables are manipulated through experimental and intervention studies.
ISRCTN, ISRCTN39374060 . Registered 19 July 2018. Prospectively registered.
年轻人身体活动不足与多种身心健康问题相关。体育教育（PE）是促进该人群身体活动的一个潜在可行的现有网络。然而，关于体育教师是否能影响学生参与休闲时间身体活动的研究很少。因此，本研究考察了一项旨在增加体育教师自主支持对学生休闲时间身体活动影响的干预措施的效果（PETALS试验）。该干预以跨情境模型（TCM）为指导，该模型解释了体育教师在体育课上提供自主支持促进学生在休闲时间身体活动的动机和参与度的过程。
本研究采用整群随机、等待列表对照干预设计，按学校进行随机分组。参与者为体育教师（N = 29，44.83%为女性；平均年龄 = 42.83岁，标准差 = 9.53岁）及其初中学生（N = 502，43.82%为女性；平均年龄 = 14.52岁，标准差 = 0.71岁）。我们在基线、干预后、1个月、3个月和6个月时测量了TCM结构，包括感知到的自主支持、体育课和休闲时间的自主动机、对休闲时间身体活动的信念和意图以及身体活动行为。通过一系列方差分析和结构方程模型，使用干预后和1个月随访数据对研究假设进行了检验。
我们发现干预后或1个月时，两组的TCM结构或身体活动行为均无变化。路径分析支持了TCM作为变化变量的两个命题：感知到的自主支持对体育课上的自主动机有显著影响，体育课上的自主动机对休闲时间的自主动机有显著影响。虽然我们发现休闲时间的自主动机对身体活动有直接影响，但我们没有找到支持TCM第三个前提的证据，即休闲时间的自主动机通过信念和意图间接影响身体活动。
目前的研究结果不支持PETALS干预在改变身体活动行为和TCM结构方面的效果。需要更多的研究来确定当通过实验和干预研究操纵其他模型变量时，TCM的预测效度是否得到支持。
ISRCTN，ISRCTN39374060。2018年7月19日注册。前瞻性注册。
