An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial

Chris Lonsdale¹, Aidan Lester¹, Katherine B Owen¹, Rhiannon L White¹, Louisa Peralta², Morwenna Kirwan³, Thierno M O Diallo¹, Anthony J Maeder⁴, Andrew Bennie⁵, Freya MacMillan^{5

6}, Gregory S Kolt⁶, Nikos Ntoumanis⁷, Jennifer M Gore⁸, Ester Cerin^{9

10}, Dylan P Cliff¹¹, David R Lubans¹²

Affiliations

¹ Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, New South Wales, Australia.
² School of Education and Social Work, University of Sydney, Sydney, New South Wales, Australia.
³ Faculty of Medicine and Health Sciences, Macquarie University, Sydney, New South Wales, Australia.
⁴ College of Nursing and Health Sciences, Flinders University, Adelaide, South Australia, Australia.
⁵ School of Science and Health, Western Sydney University, Sydney, NSW, Australia.
⁶ Translational Health Research Institute, Western Sydney University, Sydney, NSW, Australia.
⁷ School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia.
⁸ School of Education, University of Newcastle, Callaghan, New South Wales, Australia.
⁹ Institute for Health and Ageing, Australian Catholic University, Melbourne, Victoria, Australia.
¹⁰ School of Public Health, The University of Hong Kong, Hong Kong, China.
¹¹ School of Education, University of Wollongong, Wollongong, New South Wales, Australia.
¹² School of Education, Priority Research Center in Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia.

PMID: 28993404
DOI: 10.1136/bjsports-2017-097904

Randomized Controlled Trial

An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial

Chris Lonsdale et al. Br J Sports Med. 2019 Mar.

. 2019 Mar;53(6):341-347.

doi: 10.1136/bjsports-2017-097904. Epub 2017 Oct 9.

Authors

Affiliations

¹ Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, New South Wales, Australia.
² School of Education and Social Work, University of Sydney, Sydney, New South Wales, Australia.
³ Faculty of Medicine and Health Sciences, Macquarie University, Sydney, New South Wales, Australia.
⁴ College of Nursing and Health Sciences, Flinders University, Adelaide, South Australia, Australia.
⁵ School of Science and Health, Western Sydney University, Sydney, NSW, Australia.
⁶ Translational Health Research Institute, Western Sydney University, Sydney, NSW, Australia.
⁷ School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia.
⁸ School of Education, University of Newcastle, Callaghan, New South Wales, Australia.
⁹ Institute for Health and Ageing, Australian Catholic University, Melbourne, Victoria, Australia.
¹⁰ School of Public Health, The University of Hong Kong, Hong Kong, China.
¹¹ School of Education, University of Wollongong, Wollongong, New South Wales, Australia.
¹² School of Education, Priority Research Center in Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia.

PMID: 28993404
DOI: 10.1136/bjsports-2017-097904

Abstract

Objective: Quality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents' motivation towards PE and PA.

Methods: A two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7-8 months after baseline) and maintenance (14-15 months). Secondary outcomes included observed PE teachers' behaviour during lessons, students' leisure-time PA and students' motivation.

Results: Students (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students' MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p<0.001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p<0.001, approximately 2 min/lesson). The intervention had positive effects on teachers' behaviour, but did not impact students' motivation.

Conclusions: AMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions.

Trial registration number: ACTRN12614000184673.

Keywords: adolescents; online; professional development; professional learning; teacher.

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Conflict of interest statement

Competing interests: None declared.

Comment in

Critically appraised paper: Supporting physical education teachers through a web-based education intervention increases physical activity during physical education classes in students from low socioeconomic communities.
Spittle A. Spittle A. J Physiother. 2020 Jul;66(3):196. doi: 10.1016/j.jphys.2020.05.006. Epub 2020 Jul 10. J Physiother. 2020. PMID: 32660913 No abstract available.
Critically appraised paper: Supporting physical education teachers through a web-based education intervention increases physical activity during physical education classes in students from low socioeconomic communities [commentary].
Barnett L. Barnett L. J Physiother. 2020 Jul;66(3):196. doi: 10.1016/j.jphys.2020.05.007. Epub 2020 Jul 10. J Physiother. 2020. PMID: 32660916 No abstract available.

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An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial

Affiliations

An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial

Authors

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Abstract

Conflict of interest statement

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