A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Evaluation of the peer leadership for physical literacy intervention : A cluster randomized controlled trial (2023)
Hulteen, R. M., Lubans, D. R., Rhodes, R. E., Faulkner, G., Liu, Y., Naylor, P.-J., Nathan, N., Waldhauser, K. J., Wierts, C. M., & Beauchamp, M. R. (2023). Evaluation of the peer leadership for physical literacy intervention : A cluster randomized controlled trial. PLoS ONE, 18(2), Article e0280261. https://doi.org/10.1371/journal.pone.0280261
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Hulteen, Ryan M.; Lubans, David R.; Rhodes, Ryan E.; Faulkner, Guy; Liu, Yan; Naylor, Patti-Jean; Nathan, Nicole; Waldhauser, Katrina J.; Wierts, Colin M.; Beauchamp, Mark R.
Lehti tai sarja: PLoS ONE
eISSN: 1932-6203
Julkaisuvuosi: 2023
Ilmestymispäivä: 16.02.2023
Volyymi: 18
Lehden numero: 2
Artikkelinumero: e0280261
Kustantaja: Public Library of Science (PLoS)
Julkaisumaa: Yhdysvallat (USA)
Julkaisun kieli: englanti
DOI: https://doi.org/10.1371/journal.pone.0280261
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/85945
Julkaisu on rinnakkaistallennettu: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9934439/
Tiivistelmä
The purpose of this research was to develop, implement, and test the efficacy of a theory-driven, evidence-informed peer leadership program for elementary school students (Grade 6 and 7; age 11–12 years) and the Grade 3/4 students with whom they were partnered. The primary outcome was teacher ratings of their Grade 6/7 students’ transformational leadership behaviors. Secondary outcomes included: Grade 6/7 students’ leadership self-efficacy, as well as Grade 3/4 motivation, perceived competence, general self-concept, fundamental movement skills, school-day physical activity, and program adherence, and program evaluation.
Methods
We conducted a two-arm cluster randomized controlled trial. In 2019, 6 schools comprising 7 teachers, 132 leaders, and 227 grade 3 and 4 students were randomly allocated to the intervention or waitlist control conditions. Intervention teachers took part in a half-day workshop (January 2019), delivered 7 x 40 minute lessons to Grade 6/7 peer leaders (February and March 2019), and these peer leaders subsequently ran a ten-week physical literacy development program for Grade 3/4 students (2x30 minutes sessions per week). Waitlist-control students followed their usual routines. Assessments were conducted at baseline (January 2019) and immediately post-intervention (June 2019).
Results
The intervention had no significant effect on teacher ratings of their students’ transformational leadership (b = 0.201, p = .272) after controlling for baseline and gender. There was no significant condition effect for Grade 6/7 student rated transformation leadership (b = 0.077, p = .569) or leadership self-efficacy (b = 3.747, p = .186) while controlling for baseline and gender. There were null findings for all outcomes related to Grade 3 and 4 students.
Discussion
Adaptions to the delivery mechanism were not effective in increasing leadership skills of older students or components of physical literacy in younger Grade 3/4 students. However, teacher self-reported adherence to the intervention delivery was high.
YSO-asiasanat: lapset (ikäryhmät); koululaiset; fyysinen aktiivisuus; liikunta; vertaistuki; vertaissuhteet; johtajuus; interventiotutkimus
Liittyvät organisaatiot
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2023
JUFO-taso: 1
