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 [accepted manuscript]
Chris Lonsdale, Australian Catholic UniversityFollow
Aidan Lester, Australian Catholic University
Katherine B. Owen, Australian Catholic University
Rhiannon L. White, Australian Catholic University
Thierno M. O. Diallo, Australian Catholic University
Anthony J. Maeder
Gregory S. Kolt
Jennifer M. Gore
Dylan P. Cliff
David R. Lubans
Lonsdale, C., Lester, A., Owen, K. B, White, R. L, Peralta, L., Kirwan, M., Diallo, T. M, Maeder, A. J, Bennie, A., MacMillan, F., Kolt, G. S, Ntoumanis, N., Gore, J. M, Cerin, E., Cliff, D. P & Lubans, DR. (2019). 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 [accepted manuscript]. British Journal of Sports Medicine,53(6), 341-347. United Kingdom: BMJ. Retrieved from https://doi.org/10.1136/bjsports-2017-097904
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.
ResultsStudents (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
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
Mary MacKillop Institute for Health Research
Open Access Journal Article
AM_Lonsdale_2019b_An_internet-supported_school_physical_activity_intervention.tiff (707 kB)
AM_Lonsdale_2019c_An_internet-supported_school_physical_activity_intervention.pdf (1209 kB)
Supplementary File 1a.
AM_Lonsdale_2019d_An_internet-supported_school_physical_activity_intervention.pdf (149 kB)
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AM_Lonsdale_2019e_An_internet-supported_school_physical_activity_intervention.pdf (114 kB)
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AM_Lonsdale_2019f_An_internet-supported_school_physical_activity_intervention.pdf (101 kB)
Supplementary Figure 4a.
AM_Lonsdale_2019g_An_internet-supported_school_physical_activity_intervention.pdf (63 kB)
Supplementary File 5a.
AM_Lonsdale_2019h_An_internet-supported_school_physical_activity_intervention.pdf (108 kB)
Supplementary File 6a.