Effectiveness of moderate-to-vigorous physical activity intervention among secondary school students

Abstract

Objective To evaluate the effectiveness of the SHARP intervention model for increasing students' moderate to vigorous physical activity (MVPA) levels, and to provide a reference for physical activity enriching intervention among middle schools students' .

Methods One-year interventional teaching was carried out in 6 schools selected in the terms of scale and demographics from Nanjing City, Jiangsu Province. Data were collected during physical education (intervention group 105, control group 113; pre-intervention 119, post-intervention 99) data for 218 students. MVPA was assessed at baseline and post-intervention using the Observed Health and Coaching Time System (SOFIT). Interviews with 19 teachers were conducted with intervention schools to explore teachers' views on interventions.

Results The two-way analysis of variance showed that the intervention of the SHARP model had a significant impact on MVPA, VPA, and motor skills of middle school students. Proportion of the average MVPA class time of the intervention school students(62.80±9.11), and the average proportion of the VPA class time of the intervention school (24.33±12.55), the average class time for intervention in the school's mastery of skills (32.34±11.78) ( t = -7.46, -4.82, -12.08, P<0.01). The MVPA of students in control school remained relatively constant while the VPA decreased. Classroom teaching capability improved significantly in intervention schools, which was further confirmed by teacher interviews.

Conclusion The SHARP intervention model can effectively increase the MVPA level of middle school students.

Abstract

【摘要】 目的 评估SHARP干预模型对提高学生中高强度体力活动 (MVPA)水平的有效性, 为丰富中学生身体活 动的干预手段提供参考。 方法 在江苏省南京市选择6所规模和人口统计方面相匹配学校, 进行为期1年的教学干预, 体 育课中收集了 218名学生 (干预组105名, 控制组113名; 干预前119名, 干预后99名) 数据。MVPA在基线和干预后使用 观察健康和指导时间系统 (SOFIT)进行评估。对19名教师进行半结构访谈, 探讨教师对SHARP干预效果的看法。 结果 双向方差分析表明, SHARP模型干预对中学生的MVPA、较高强度体力活动 (VPA)和运动技能掌握方面有显著影响。干 预后干预学校学生MVPA(62.80±9.11)、VPA(24.33± 12.55)、技能掌握 (32.34±11.78)均较干预前有提升( t值分别为 -7.46, -4.82, -12.08, P值均<0.01)。控制学校学生的MVPA保持相对恒定而VPA下降。干预学校教师的课堂管理水平 有明显提高, 对教师的访谈研究证实了此结果。 结论 SHARP干预模型可有效提高体育课中学生的MVPA、VPA和运动 技能掌握水平