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dc.contributor.authorPowell, E*
dc.contributor.authorWoodfield, LA*
dc.contributor.authorNevill, AM*
dc.date.accessioned2019-05-13T08:57:33Z
dc.date.available2019-05-13T08:57:33Z
dc.date.issued2015-11-22
dc.identifier.citationPowell, E., Woodfield, L. A. and Nevill, A. M. (2016) 'Increasing physical activity levels in primary school physical education: The SHARP Principles Model', Preventive Medicine Reports, 3 (2016) pp. 7-13.en
dc.identifier.issn2211-3355en
dc.identifier.pmid26844179
dc.identifier.doi10.1016/j.pmedr.2015.11.007en
dc.identifier.urihttp://hdl.handle.net/2436/622340
dc.description.abstract© 2015 The Authors. Objectives: To evaluate the effectiveness of a one-year teaching intervention to increase moderate to vigorous physical activity (MVPA) during primary school physical education (PE). Methods: A quasi-experimental, non-equivalent group design involving four classes from two primary schools in the West Midlands, UK. In March 2014 schools were selected through purposive sampling to match schools in terms of size and demographics (baseline, n=111: post-intervention, n=95); data were collected from children in school years 3 and 4 (aged 7 to 9years). The intervention involved developing teacher effectiveness through the SHARP Principles Model which was grounded in the Self Determination Theory (SDT), the Social Ecological Model (SEM) and three key ingredients from the Behaviour Change Taxonomy (BCT). MVPA was assessed at baseline and four weeks post-intervention using the System for Observing Fitness and Instruction Time (SOFIT). Four individual teacher interviews were conducted with the intervention school, to explore teachers' perceptions of the intervention. Results: A two-way ANOVA (Analysis of Variance) indicated large interaction effect sizes for time spent in MVPA (F(1, 27)=11.07, p=0.003, ηp2=.316) and vigorous activity (VPA) (F=(1,27)=8.557, p=.007, ηp2=.263). PA in the intervention school increased significantly whereas in the control school MVPA remained relatively constant and VPA decreased. The qualitative findings revealed two main emergent themes: a paradigm shift and teacher's developing pedagogy. Conclusions: The intervention was effective in increasing MVPA in PE. Recommendations based on this evaluation would be for the SHARP Principles Model to be replicated and evaluated on a wider scale across a variety of contexts.en
dc.formatapplication/PDFen
dc.languageeng
dc.language.isoenen
dc.publisherElsevier BVen
dc.relation.urlhttps://www.sciencedirect.com/science/article/pii/S2211335515001643?via%3Dihuben
dc.rightsLicence for published version: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectInterventionen
dc.subjectPhysical activityen
dc.subjectPhysical educationen
dc.subjectPrimary schoolsen
dc.titleIncreasing physical activity levels in primary school physical education: The SHARP Principles Modelen
dc.typeJournal articleen
dc.identifier.journalPreventive Medicine Reportsen
dc.date.updated2019-05-08T11:55:50Z
dc.contributor.institutionSchool of Education, Newman University, Birmingham, UK.
pubs.place-of-publicationUnited States
dc.date.accepted2015-11-22
rioxxterms.funderEU FP7 Marie Curie IAPPen
rioxxterms.identifier.projectUOW130519ANen
rioxxterms.versionVoRen
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
rioxxterms.licenseref.startdate2019-05-13en
dc.source.volume3
dc.source.volume3
dc.source.issue2016
dc.source.beginpage7
dc.source.beginpage7
dc.source.endpage13
dc.source.endpage13
dc.description.versionPublished version
refterms.dateFCD2019-05-13T08:54:00Z
refterms.versionFCDVoR
refterms.dateFOA2019-05-13T08:57:34Z


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Licence for published version: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Licence for published version: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International