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
Metadatos
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Guijarro Romero, Santiago; Mayorga-Vega, Daniel; Casado Robles, Carolina; Viciana Ramírez, JesúsEditorial
Frontiers Media
Materia
Innovative program Wrist-worn wearables Autonomy support
Fecha
2023-09-20Referencia bibliográfica
Guijarro-Romero S, Mayorga-Vega D, Casado-Robles C and Viciana J (2023) 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. Front. Psychol. 14:1228925. [doi: 10.3389/fpsyg.2023.1228925]
Patrocinador
School-Fit project (Reference number: A-SEJ-448-UGR20); FEDER/Junta de Andalucía-Consejería de Transformación Económica, Industria, Conocimiento y Universidades; [FEDER/ Regional Government of Andalusia-Ministry of Economic Transformation, Industry, Knowledge and Universities]Resumen
Objective: The main objective of the present study was to examine the effects of
an intermittent teaching unit based on the use of activity wristbands and behavior
modification strategies on high school studentsʼ perceptions of autonomy
support, satisfaction of basic psychological needs, motivation toward Physical
Education and physical activity, intention to be physically active, and habitual
physical activity levels.
Materials and methods: An initial sample of 353 high school students (final
sample = 175; 45.7% females; mean age = 13.3 ± 1.2 years) from two public high
schools were cluster-randomly assigned into the intermittent (IG, n = 100) and
control (CG, n = 75) groups. The IG performed an intermittent teaching unit
twice a week for eight weeks. Specifically, the last 15 min of each lesson were
used. As the main strategy to promote the practice of regular physical activity,
students wore an activity wristband the whole day during the intervention
period. Additionally, other behavior modification strategies were also applied
(e.g., educational counseling, physical activity goals or reminders). Regarding
the CG, during the intervention period (i.e,, the eight weeks that took place the
intermittent teaching unit) they also performed two Physical Education sessions,
but without using activity wristbands or other behavior modification strategies.
Before and after the intervention, as well as at the end of the follow-up period (six
weeks), students’ physical activity practice mediators and physical activity levels
were measured by validated questionnaires.
Results: The Multilevel Linear Model results showed that the IG students statistically
significantly improved cognitive and procedural autonomy support from pre- to
post-intervention (p < 0.05). They also statistically significantly improved autonomy
and relatedness basic psychological needs, and autonomous motivation toward
physical activity scores from post-intervention to follow-up (p < 0.05). Moreover,
the results showed that the IG students statistically significantly improved habitual
physical activity scores from pre- to post-intervention, and from post-intervention
to follow-up (p < 0.05). Conclusion: The intermittent teaching unit based on the use of activity wristbands and other behavior modification strategies was effective for improving studentsʼ autonomy support and habitual physical activity levels, but not the rest of physical activity practice mediators.