69 research outputs found
The development of the Dealing with Challenging Interaction (DCI) method to evaluate teachersâ social interaction skills
The Dealing with Challenging Interaction (DCI) method was developed to measure social interaction skills of teacher study groups. The participants were 70 teachers from three schools. The inter-rater agreement, Cohenâs kappa, varied between 0.57- 1.00. The discriminant validity was supported by a cluster analysis differentiating between the skilful and less skilful teachers. The results of the supplementary instrument were equivalent to the cluster analysis maintaining criterion oriented validity of the method developed. The DCI appeared to be a reliable and valid tool for measuring teachersâ social interaction skills.Peer reviewe
Acceptability, reach and implementation of an intervention to enhance teachers' skills in physical activity promotion
Background: To achieve real-world impacts, behavior change interventions need to be scaled up and broadly implemented. Implementation is challenging however, and the factors influencing successful implementation are not fully understood. This study describes the nationwide implementation of a complex theory-based program targeting physical activity and sedentary behavior in vocational schools (Letsâs Move It; LMI). The implementation primarily involved a systematic and theory-based training and user manual for school staff. We explore how the perceived acceptability of this training (in line with the Theoretical Framework of Acceptability) relates to (un) successful implementation. The study evaluates (1) the experienced acceptability of the training and anticipated acceptability of later delivering the program; (2) reach and implementation, including adaptations and barriers; (3) whether acceptability ratings predict teachersâ intentions for implementation. Methods: Upper secondary school staff from vocational and high schools (n = 194) enrolled in a two-part training, covering implementation of the LMI program and training in motivational interaction styles. One hundred fifty-one participants attended both parts of the training. Participants reported their perceived acceptability of the training and their implementation efforts in online questionnaires at baseline, after training sessions and at long-term follow-up. Qualitative data (open-ended questions) were analysed with content analysis to collate responses. Quantitative data analyses involved correlations and logistic regression. Results: Participants rated the training as highly acceptable on all dimensions (average ratings exceeded 4.0 on a 5-point scale). The implementation reached at least 6100 students and 341 school classes. Most teachers intended to continue program implementation. Acceptability ratings explained 51.7% of teachersâ intentions to implement the student program ( 2 = 30.08; df = 8; p < .001), with affective attitude, perceived effectiveness and self-efficacy the most influential. Teachers commonly reported condensing program content, and reported deficits of time and collegial support as common barriers to implementation. Conclusion: High acceptability and reach of the training indicate strong potential for implementation success. Multiple facets of acceptability seem important to successful implementation. Future research should explore ways to improve acceptability, thereby promoting successful implementation in real-world settings.Peer reviewe
Predicting change in middle school studentsâ leisureâtime physical activity participation: A prospective test of the transâcontextual model
Š 2020 The Authors. Journal of Applied Social Psychology published by Wiley Periodicals LLC We applied the trans-contextual model (TCM) to examine the effects of middle school studentsâ perceived autonomy support from their physical education (PE) teachers on autonomous motivation toward PE in school and, critically, autonomous motivation toward, and actual participation in, leisure-time physical activity (PA). The research adopted a three-wave prospective design enabling the modeling of change in the TCM constructs over time. Middle school students (N=248) aged from 12 to 16years reported their perceived autonomy support, autonomous motivation in PE, autonomous motivation toward leisure-time PA, attitudes, subjective norms, perceived behavioral control (PBC), intentions for PA in leisure-time, and leisure-time PA participation. The psychological constructs and leisure-time PA were measured at baseline (T0) and at a first follow-up occasion (T1) 5weeks later. Another measure of PA was taken at a second follow-up occasion (T2) a further 5weeks later. A single-indicator structural equation model using residualized change scores revealed that perceived autonomy support predicted autonomous motivation in PE (β=.345), and autonomous motivation in PE predicted autonomous motivation for leisure-time PA (β=.484). Autonomous motivation toward leisure-time PA predicted attitudes (β=.425), subjective norms (β=.264), and PBC (β=.517). Autonomous motivation toward leisure-time PA (β=.376), attitude (β=.231), and subjective norms (β=.185) predicted intentions toward leisure-time PA, and intentions predicted PA (β=.198). Findings extend research on the TCM by demonstrating its efficacy in predicting change in middle school studentsâ autonomous motivation across PE and leisure-time contexts, and accounting for change in intentions toward, and actual participation in, leisure-time PA
Trait SelfâControl, Social Cognition Constructs, and Intentions : Correlational Evidence for Mediation and Moderation Effects in Diverse Health Behaviours
Background We examined effects of trait selfâcontrol, constructs from social cognition theories, and intentions on health behaviours. Trait selfâcontrol was expected to predict health behaviour indirectly through theory constructs and intentions. Trait selfâcontrol was also predicted to moderate the intentionâbehaviour relationship. Methods Proposed effects were tested in six datasets for ten healthârelated behaviours from studies adopting prospective designs. Participants (N = 3,249) completed measures of constructs from social cognition theories and selfâcontrol at an initial time point and selfâreported their behaviour at followâup. Results Results revealed indirect effects of selfâcontrol on behaviour through social cognition constructs and intentions for eight behaviours: eating fruit and vegetables, avoiding fast food, dietary restrictions, binge drinking, physical activity, walking, outâofâschool physical activity, and preâdrinking. Selfâcontrol moderated the intentionâbehaviour relationship in four behaviours: dietary restriction, and alcoholârelated behaviours. Conclusions Mediation effects suggest that individuals with high selfâcontrol are more likely to hold beliefs and intentions to participate in future health behaviour, and more likely to act. Moderation effects indicate that individuals with high selfâcontrol are more likely to enact healthy intentions and inhibit unhealthy intentions, but findings were restricted to few behaviours. Training selfâcontrol and managing contingencies that derail goalâdirected action may be effective intervention strategies.Peer reviewe
Using physical education to promote out-of school physical activity in lower secondary school students â a randomized controlled trial protocol
Background Given the documented decline in levels of physical activity in early adolescence, promoting physical activity in young people is a priority for health promotion. School physical education (PE) is an important existing network in which participation in physical activity beyond school can be promoted to the captive young people. The objective of current article is to present the protocol for a PE teacher-delivered theory-based trial to promote secondary school studentsâ participation in physical activity out-of-school contexts. The intervention will be guided by the trans-contextual model explaining the processes by which PE teachersâ support for autonomous motivation in the classroom promotes studentsâ motivation to engage in out-of-school physical activity. We hypothesize that school students receiving the teacher-delivered intervention to promote autonomous motivation toward physical activity will exhibit greater participation in physical activities outside of school, relative to students receiving a control intervention. Methods The trial will adopt a waitlist-control design with cluster-randomization by school. PE teachers assigned to the intervention condition will receive a two-week, 12-h training program comprising basic information on how to promote out-of-school physical activity and theory-based training on strategies to promote studentsâ autonomous motivation toward physical activity. Teachers assigned to the waitlist control condition will receive an alternative training on how to monitor physical functional capacity in children with special needs. PE teachers (nâ=â29) from eleven schools will apply the intervention program to students (nâ=â502) in PE classes for one month. Physical activity participation, the primary outcome variable, and psychological mediators from the trans-contextual model will be measured at pre-trial, post-trial, and at one-, three- and six-months post-trial. We will also assess teachersâ autonomy-supportive techniques and behaviours by observation. Discussion The study will make a unique contribution to the literature by testing a theory-based intervention delivered by PE teachers to promote school studentsâ participation in out-of-school physical activity. Information will be useful for educators, community stakeholders and policy makers interested in developing programs to promote studentsâ out-of-school physical activity.Peer reviewe
Recess physical activity and school-related social factors in Finnish primary and lower secondary schools : cross-sectional associations
Abstract
Background
Participation in physical activities provides students with opportunities for social interaction and social skills development. The purpose of this study was to investigate the associations of students’ recess physical activity with school-related social factors.
Methods
Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5 (primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire. Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis was used to test sex differences among the associations.
Results
In primary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.17, p = 0.007 and girls: b = 0.21, p <0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24, p <0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006 and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these associations.
Conclusions
Our results suggest that students’ participation in physical activities during school recess is positively associated with students’ school-related social factors. In the future, it would be worthwhile to study how physical activity at recess should be organised in order to support the development of school-related social factors.Background: Participation in physical activities provides students with opportunities for social interaction and social
skills development. The purpose of this study was to investigate the associations of studentsâ recess physical activity
with school-related social factors.
Methods: Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5
(primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire.
Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was
associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for
self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis
was used to test sex differences among the associations.
Results: In primary school, physical activity at recess was positively associated with peer relationships at school (boys:
b = 0.17, p = 0.007 and girls: b = 0.21, p <0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24,
p <0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary
school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006
and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these
associations.
Conclusions: Our results suggest that studentsâ participation in physical activities during school recess is positively
associated with studentsâ school-related social factors. In the future, it would be worthwhile to study how physical
activity at recess should be organised in order to support the development of school-related social factors.peerReviewe
Feasibility of a Responsibility-Based Leadership Training Program for Novice Physical Activity Instructors
Most coaches and instructors would like to teach more than just sport skills to their athletes and children. However, to promote athletes' or children's holistic development and teach them to take responsibility and lead, requires the coaches and instructors to first master the skills themselves. Therefore, feasible, high quality leadership training programs where coaches and physical activity instructors are taught to teach and share leadership are needed. The aim of the current study was to evaluate the feasibility of a leadership training program to optimize it and to determine whether to proceed with its evaluation. In the leadership training program, eight Finnish novice physical activity instructors, aged 18 to 22, were taught to promote positive youth development, personal and social responsibility, and shared leadership in a physical activity context. The participants had minimal to no leadership training or experience. The training program consisted of seven meetings totaling 20 h. Helllison's teaching personal and social responsibility (TPSR) model was the theoretical and practical framework of the training program. Feasibility of the leadership training program was evaluated across four domains of an evidence-based framework: demand, practicality, acceptability, and implementation fidelity. Data of the current complex intervention were collected with application videos, questionnaires, researcher's log, lesson plans, video recordings, and a semi-structured focus group interview. The quantitative data were analyzed using descriptive statistics and the qualitative data using deductive and inductive content analysis. There was a demand for the leadership training program. The training program was perceived as practical and highly acceptable by the novice instructors and the trainers, and implemented with fidelity, indicating high overall feasibility. No implementation issues were found. Consequently, the current leadership training program has a high probability of efficacy and can be accepted for further evaluation.Peer reviewe
A qualitative study of pre-service teachersâ experienced benefits and concerns of using motivational interaction in practice after a training course
Despite its positive effects on physical activity promotion, motivational style of interaction by health professionals is not easily taken up, as shown by meta-analyses of training courses. The concerns professionals experience for taking up the novel skills remain an open question. Preservice physical education teachers were offered a 16-hour training course on motivational interaction, an approach to teacher-student interaction based on the synthesis of self-determination theory and motivational interviewing. This study investigates what benefits and concerns pre-service PE teachersâ experience when trying to adopt this new style of interaction and use its specific techniques. Individual interviews (N=19) of pre-service PE teachers were conducted after the training course. Narrative approach was first used to analyze participantsâ experiences of using motivational interaction. Two types of storylines emerged, one enthusiastic and optimistic and the other one partly reluctant. Concerns and benefits of using specific techniques were then selected as suitable units of analysis and inductive content analysis was employed to further analyze the units. The analysis process included open coding, creating categories, and abstraction. Participants described positive professional transformation through learning motivational interaction. Expressed benefits included reducing conflicts and developing good relationships. Participants also voiced concerns that were grouped under four categories: (1) problems in delivering the techniques in group situations, (2) mismatch with professional role demands, (3) undesired effects on personal interaction, and (4) target behaviour (technique-) related concerns. These overarching categories covered a variety of concerns e.g., losing control of situations, and the challenge of allocating time and feedback equally among students. To successfully uptake style and techniques of motivational interaction, pre-service teachers may have to re-evaluate their role and the power relations within the target group. Utilizing the Theoretical Framework of Acceptability, we discuss how interaction trainings can address experienced concerns in order to improve the delivery, effectiveness, and acceptability of such training programs.publishedVersionPeer reviewe
Predictors of school studentsâ leisure-time physical activity : An extended trans-contextual model using Bayesian path analysis
The present study aimed to examine effects of motivational and social cognition constructs on childrenâs leisure-time physical activity participation alongside constructs representing implicit processes using an extended trans-contextual model. The study adopted a correlational prospective design. Secondary-school students (N = 502) completed self-report measures of perceived autonomy support from physical education (PE) teachers, autonomous motivation in PE and leisure-time contexts, and social cognition constructs (attitudes, subjective norms, perceived behavioral control), intentions, trait self-control, habits, and past behavior in a leisure-time physical activity context. Five weeks later, students (N = 298) self-reported their leisure-time physical activity participation. Bayesian path analyses supported two key premises of the model: perceived autonomy support was related to autonomous motivation in PE, and autonomous motivation in PE was related to autonomous motivation in leisure time. Indirect effects indicated that both forms of autonomous motivation were related to social cognition constructs and intentions. However, intention was not related to leisure-time physical activity participation, so model variables reflecting motivational processes did not account for substantive variance in physical activity participation. Self-control, attitudes, and past behavior were direct predictors of intentions and leisure-time physical activity participation. There were indirect effects of autonomous motivation in leisure time on intentions and physical activity participation mediated by self-control. Specifying informative priors for key model relations using Bayesian analysis yielded greater precision for some model effects. Findings raise some questions on the predictive validity of constructs from the original trans-contextual model in the current sample, but highlight the value of extending the model to incorporate additional constructs representing non-conscious processes.Peer reviewe
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