BACKGROUND: This study aimed to examine the effect of a 9-week SPARK program on physical activity (PA), cardiorespiratory endurance (Progressive Aerobic Cardiovascular Endurance Run; PACER), and motivation in middle-school students. METHODS:174 students attended baseline and posttests and change scores computed for each outcome. A MANOVA was employed to examine change score differences using follow-up ANOVA and Bonferroni post hoc tests. RESULTS: MANOVA yielded a significant interaction for Grade × Gender × Group (Wilks's Λ = 0.89, P < .001). ANOVA for PA revealed significant differences between SPARK grades 6 and 7 (Mean Δ = 8.11, P < .01) and Traditional grades 6 and 8 (Mean Δ = -6.96, P < .01). ANOVA also revealed greater PACER change for Traditional boys in grade 8 (P < .01) and SPARK girls in grade 8 (P < .01). There were significant interactions with perceived competence differences between SPARK grades 6 and 8 (Mean Δ = 0.38, P < .05), Enjoyment differences between SPARK grades 6 and 7 (Mean Δ = 0.67, P < .001), and SPARK grades 6 and 8 (Mean Δ = 0.81, P < .001). CONCLUSIONS: Following the intervention, SPARK displayed greater increases on PA and motivation measures in younger students compared with the Traditional program.
RCT Entities:
BACKGROUND: This study aimed to examine the effect of a 9-week SPARK program on physical activity (PA), cardiorespiratory endurance (Progressive Aerobic Cardiovascular Endurance Run; PACER), and motivation in middle-school students. METHODS: 174 students attended baseline and posttests and change scores computed for each outcome. A MANOVA was employed to examine change score differences using follow-up ANOVA and Bonferroni post hoc tests. RESULTS: MANOVA yielded a significant interaction for Grade × Gender × Group (Wilks's Λ = 0.89, P < .001). ANOVA for PA revealed significant differences between SPARK grades 6 and 7 (Mean Δ = 8.11, P < .01) and Traditional grades 6 and 8 (Mean Δ = -6.96, P < .01). ANOVA also revealed greater PACER change for Traditional boys in grade 8 (P < .01) and SPARK girls in grade 8 (P < .01). There were significant interactions with perceived competence differences between SPARK grades 6 and 8 (Mean Δ = 0.38, P < .05), Enjoyment differences between SPARK grades 6 and 7 (Mean Δ = 0.67, P < .001), and SPARK grades 6 and 8 (Mean Δ = 0.81, P < .001). CONCLUSIONS: Following the intervention, SPARK displayed greater increases on PA and motivation measures in younger students compared with the Traditional program.
Authors: Sarah E Roth; Monique Gill; Alec M Chan-Golston; Lindsay N Rice; Catherine M Crespi; Deborah Koniak-Griffin; Michael L Prelip Journal: J Phys Act Health Date: 2019-08-01
Authors: Mikel Vaquero-Solís; Damián Iglesias Gallego; Miguel Ángel Tapia-Serrano; Juan J Pulido; Pedro Antonio Sánchez-Miguel Journal: Int J Environ Res Public Health Date: 2020-02-05 Impact factor: 3.390