Jonathan M Miller1, Julian Wolfson2, Melissa N Laska3, Toben F Nelson3, Mark A Pereira3. 1. 1 Division of Family Medicine and Community Health, University of Minnesota, Minneapolis, MN, USA. 2. 2 Division of Biostatistics, University of Minnesota, Minneapolis, MN, USA. 3. 3 Division of Epidemiology and Community Health, University of Minnesota, Minneapolis, MN, USA.
Abstract
PURPOSE: To test the effectiveness of an intervention to increase motivation for physical activity in racially diverse third- through fifth-grade students. DESIGN: Natural experiment. SETTING: Elementary schools in Minneapolis, Minnesota. PARTICIPANTS: Two hundred ninety-one students in 18 Minne-Loppet Ski Program classes and 210 students in 12 control classrooms from the same schools. INTERVENTION: The Minne-Loppet Ski Program, an 8-week curriculum in elementary schools that teaches healthy physical activity behaviors through cross-country skiing. MEASURES: Pretest and posttest surveys measured self-determination theory outcomes: intrinsic exercise motivation, intrinsic ski motivation, autonomy, competence, and relatedness. ANALYSIS: Hierarchical linear regression models tested treatment effects controlled for grade, race, sex, and baseline measures of the outcomes. RESULTS: Minne-Loppet program students showed significantly greater motivation to ski (β = 0.95, 95% confidence interval [CI]: 0.15-1.75) and significantly greater perceived competence (β = 0.78, 95% CI: 0.06-1.50) than students in control classrooms. Treatment effects for general exercise motivation and perceived competence differed by race. African American students in Minne-Loppet classes showed significantly greater general exercise motivation (β = 1.08, 95% CI: 0.03-2.14) and perceived competence (β = 1.95, 95% CI: 0.91-2.99) than African American students in control classes. CONCLUSION: The Minne-Loppet program promoted perceived competence and motivation to ski. Future improvements to the Minne-Loppet and similar interventions should aim to build general motivation and provide support needed to better engage all participants.
PURPOSE: To test the effectiveness of an intervention to increase motivation for physical activity in racially diverse third- through fifth-grade students. DESIGN: Natural experiment. SETTING: Elementary schools in Minneapolis, Minnesota. PARTICIPANTS: Two hundred ninety-one students in 18 Minne-Loppet Ski Program classes and 210 students in 12 control classrooms from the same schools. INTERVENTION: The Minne-Loppet Ski Program, an 8-week curriculum in elementary schools that teaches healthy physical activity behaviors through cross-country skiing. MEASURES: Pretest and posttest surveys measured self-determination theory outcomes: intrinsic exercise motivation, intrinsic ski motivation, autonomy, competence, and relatedness. ANALYSIS: Hierarchical linear regression models tested treatment effects controlled for grade, race, sex, and baseline measures of the outcomes. RESULTS: Minne-Loppet program students showed significantly greater motivation to ski (β = 0.95, 95% confidence interval [CI]: 0.15-1.75) and significantly greater perceived competence (β = 0.78, 95% CI: 0.06-1.50) than students in control classrooms. Treatment effects for general exercise motivation and perceived competence differed by race. African American students in Minne-Loppet classes showed significantly greater general exercise motivation (β = 1.08, 95% CI: 0.03-2.14) and perceived competence (β = 1.95, 95% CI: 0.91-2.99) than African American students in control classes. CONCLUSION: The Minne-Loppet program promoted perceived competence and motivation to ski. Future improvements to the Minne-Loppet and similar interventions should aim to build general motivation and provide support needed to better engage all participants.
Entities:
Keywords:
age-specific; fitness; interventions; low income; racial minority groups; school; specific populations; specific settings; underserved populations; young children
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