A Transformational Teaching Intervention: Adolescents in Motion (AIM)

Status Completed

Clinical Trial Summary

The purpose of this Randomized Controlled Tria (RCT) is to evaluate the effects of a transformational teaching intervention in comparison to 'standard educational practices' within school-based physical education classes (within three Canadian provinces; British Columbia, Ontario and Nova Scotia) across 5 months.

Clinical Trial Description

Physical inactivity among adolescents has been linked to a vast array of physical and mental health problems. One potential vehicle to foster adolescent involvement in physical activity relates to physical education in schools.

A potentially important framework, that has recently been applied to educational and health promotion contexts, relates to transformational leadership theory. Transformational leadership involves the demonstration of behaviors that empower and inspire others to achieve higher levels of functioning, and has been consistently found to be associated with greater motivation, self-efficacy, well-being, and performance in those being led. From an applied perspective, a growing body of evidence also suggests that transformational behaviors can be developed in leaders through short-term interventions (e.g., one-day workshops), which subsequently result in positive changes in followers' attitudinal and behavioral responses.

With this in mind, the overall goal of this Randomized Controlled Trial (RCT) is to test the efficacy of a theory-driven evidence-based transformational teaching intervention for use within school-based physical activity settings. In this 5-month trial, physical education teachers from 36 schools from three provinces across Canada (British Columbia, Ontario and Nova Scotia) will be provided with (through a one day work shop and follow-up support program) the resources they need to implement transformational teaching behaviours in their day-to-day teaching practices. The primary hypothesis for this RCT is that students taught by teachers in the intervention condition will display greater adoption and maintenance of moderate-to-vigorous physical activity (MVPA) behaviors outside of school hours in comparison to control students, after controlling for baseline levels. A process evaluation will also be conducted with teachers to evaluate the procedures embedded within the intervention. ;

Study Design

Allocation: Randomized, Endpoint Classification: Efficacy Study, Intervention Model: Parallel Assignment, Masking: Open Label

Related Conditions & MeSH terms

Physical Activity

Clinical Trial Details

NCT number	NCT01371292
Study type	Interventional
Source	University of British Columbia
Contact
Status	Completed
Phase	N/A
Start date	January 2012
Completion date	July 2013

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Clinical trials are conducted in a series of steps, called phases - each phase is designed to answer a separate research question.

Phase 1: Researchers test a new drug or treatment in a small group of people for the first time to evaluate its safety, determine a safe dosage range, and identify side effects.
Phase 2: The drug or treatment is given to a larger group of people to see if it is effective and to further evaluate its safety.
Phase 3: The drug or treatment is given to large groups of people to confirm its effectiveness, monitor side effects, compare it to commonly used treatments, and collect information that will allow the drug or treatment to be used safely.
Phase 4: Studies are done after the drug or treatment has been marketed to gather information on the drug's effect in various populations and any side effects associated with long-term use.

A Transformational Teaching Intervention: Adolescents in Motion (AIM) Trial — AIM

Clinical Trial Summary

Clinical Trial Description

Study Design

Related Conditions & MeSH terms