Physical Activity Clinical Trial
Official title:
A Transformational Teaching Intervention: Adolescents in Motion (AIM) Trial
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.
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.
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Allocation: Randomized, Endpoint Classification: Efficacy Study, Intervention Model: Parallel Assignment, Masking: Open Label
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