Effect of an Inside–Outside School Alternated Teaching Unit of Knowledge of the Environment for Practicing Physical Activity: A Cluster Randomized Control Trial

Abstract

Purpose: To examine the effect of two physical education–based alternated teaching units on students’ environmental knowledge for practicing out-of-school physical activity (PA), perceived autonomy support, self-determined and controlled motivation toward PA, intention to be physically active, self-reported and objective PA levels, and sedentary behavior. Method: A sample of 179 students (94 females) aged 13–15 years old was cluster randomly assigned to the innovative group (two alternated teaching units for practicing PA, with one lesson inside and one outside the school grounds) or the traditional group (a teaching unit for practicing PA, solely inside the school center). Results: The alternated teaching units improved students’ knowledge of their environment for practicing PA, perceived autonomy, autonomous motivation, intention to be physically active, and self-reported PA during the whole week (p < .05). Discussion/Conclusion: The innovative program improved students’ knowledge about their environment for practicing PA and self-reported PA but did not improve objectively measured PA levels.

Effect of an activity wristband-based intermittent teaching unit in Physical Education on studentsʼ physical activity and its psychological mediators: a cluster-randomized controlled trial. School-fit study

“…Furthermore, this systematic review and meta-analysis also found that incorporating a greater number of behavior modification strategies (e.g., educational counseling lessons or goal settings; Abraham and Michie, 2008 ) have also shown to be effective for promoting motivation toward PA among students from the PE setting ( Casado-Robles et al, 2022a , b ). In this sense, only four studies in the PE setting have examined the effects of intervention programs based on the use of activity wristbands, either alone or in combination with other behavior modification strategies, on high school students’ PA practice promotion ( Casado-Robles et al, 2022a , b ). Unfortunately, to our knowledge, no previous studies have examined the effect of intermittent teaching units based on the use of activity wristbands and behavior modification strategies on studentsʼ PA practice mediators and PA practice itself.…”

“…Recruitment of participants was carried out in December of 2021, and the intervention was done from January 2022 to May 2022. For practical reasons and due to the nature of the present study (i.e., pre-established classes in a school setting), a cluster randomized controlled trial design was used ( Casado-Robles et al, 2022a ). This study was non-blinded (treatments were not masked from the students or teacher), and parallel-grouped (study with two different treatments; Spieth et al, 2016 ), with three evaluation phases.…”

“…To adapt the scale of the five previous questionnaires to the Spanish students’ school grades, a 10-point Likert-type was used according to previous studies ( Casado-Robles et al, 2022a ).…”

“…In addition to the aforementioned individual theories related to studentsʼ PA promotion, a recent systematic review and meta-analysis found that the inclusion of behavior change techniques ( Abraham and Michie, 2008 ) such as PA self-monitoring (e.g., activity wristbands) as part of the PA promotion programs has shown to be an effective strategy in increasing studentsʼ motivation toward PA practice, as well as the practice itself ( Casado-Robles et al, 2022a , b ). Furthermore, this systematic review and meta-analysis also found that incorporating a greater number of behavior modification strategies (e.g., educational counseling lessons or goal settings; Abraham and Michie, 2008 ) have also shown to be effective for promoting motivation toward PA among students from the PE setting ( Casado-Robles et al, 2022a , b ). In this sense, only four studies in the PE setting have examined the effects of intervention programs based on the use of activity wristbands, either alone or in combination with other behavior modification strategies, on high school students’ PA practice promotion ( Casado-Robles et al, 2022a , b ).…”

“…Unfortunately, to our knowledge, no previous studies have examined the effect of intermittent teaching units based on the use of activity wristbands and behavior modification strategies on studentsʼ PA practice mediators and PA practice itself. Additionally, although previous research has evidenced TCM to be a useful framework for understanding the role of self-determined motivation in PE in fostering PA ( Hagger and Chatzisarantis, 2016 ), the current research evidence of PE-based intervention studies according to the postulates of the TCM is still scarce ( Casado-Robles et al, 2022a ). Especially incorporating innovative teaching unit structures together with activity wristbands and behavior modification strategies.…”