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Assessing the Wider Implementation of the SHARP Principles: Increasing Physical Activity in Primary Physical Education

To assess the wider application of the SHARP (Stretching whilst moving, High repetition of skills, Accessibility, Reducing sitting and standing, and Promotion of physical activity) Principles intervention on children’s moderate to vigorous physical activity (MVPA) in physical education (PE), when ap...

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Autores principales: Powell, Emma, Woodfield, Lorayne Angela, Powell, Alexander James, Nevill, Alan Michael
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7023437/
https://www.ncbi.nlm.nih.gov/pubmed/31936560
http://dx.doi.org/10.3390/sports8010006
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author Powell, Emma
Woodfield, Lorayne Angela
Powell, Alexander James
Nevill, Alan Michael
author_facet Powell, Emma
Woodfield, Lorayne Angela
Powell, Alexander James
Nevill, Alan Michael
author_sort Powell, Emma
collection PubMed
description To assess the wider application of the SHARP (Stretching whilst moving, High repetition of skills, Accessibility, Reducing sitting and standing, and Promotion of physical activity) Principles intervention on children’s moderate to vigorous physical activity (MVPA) in physical education (PE), when applied by teachers and coaches. A quasi-experimental intervention was employed in nine primary schools (experimental, n = 6: control, n = 3) including teachers (n = 10), coaches (n = 4), and children (aged 5 to 11 years, n = 84) in the West Midlands, UK. Practitioners applied the SHARP Principles to PE lessons, guided by an innovative behaviour change model. The System for Observing Fitness and Instruction Time (SOFIT) was used to measure children’s MVPA in 111 lessons at pre- (n = 60) and post-intervention (n = 51). Seven interviews were conducted post-intervention to explore practitioners’ perceptions. Two-way ANOVA (Analysis of Variance) revealed that teachers increased children’s MVPA by 27.7%. No statistically significant change in children’s MVPA was observed when taught by the coaches. The qualitative results for teachers were ‘children’s engagement’, a ‘pedagogical paradigm shift’, and ‘relatedness’; and for coaches ‘organisational culture’ and ‘insufficient support and motivation’. The SHARP Principles intervention is the most effective teaching strategy at increasing MVPA in primary PE when taught by school based staff (rather than outsourced coaches), evidencing increases almost double that of any previously published study internationally and demonstrating the capacity to influence educational policy and practice internationally.
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spelling pubmed-70234372020-03-12 Assessing the Wider Implementation of the SHARP Principles: Increasing Physical Activity in Primary Physical Education Powell, Emma Woodfield, Lorayne Angela Powell, Alexander James Nevill, Alan Michael Sports (Basel) Article To assess the wider application of the SHARP (Stretching whilst moving, High repetition of skills, Accessibility, Reducing sitting and standing, and Promotion of physical activity) Principles intervention on children’s moderate to vigorous physical activity (MVPA) in physical education (PE), when applied by teachers and coaches. A quasi-experimental intervention was employed in nine primary schools (experimental, n = 6: control, n = 3) including teachers (n = 10), coaches (n = 4), and children (aged 5 to 11 years, n = 84) in the West Midlands, UK. Practitioners applied the SHARP Principles to PE lessons, guided by an innovative behaviour change model. The System for Observing Fitness and Instruction Time (SOFIT) was used to measure children’s MVPA in 111 lessons at pre- (n = 60) and post-intervention (n = 51). Seven interviews were conducted post-intervention to explore practitioners’ perceptions. Two-way ANOVA (Analysis of Variance) revealed that teachers increased children’s MVPA by 27.7%. No statistically significant change in children’s MVPA was observed when taught by the coaches. The qualitative results for teachers were ‘children’s engagement’, a ‘pedagogical paradigm shift’, and ‘relatedness’; and for coaches ‘organisational culture’ and ‘insufficient support and motivation’. The SHARP Principles intervention is the most effective teaching strategy at increasing MVPA in primary PE when taught by school based staff (rather than outsourced coaches), evidencing increases almost double that of any previously published study internationally and demonstrating the capacity to influence educational policy and practice internationally. MDPI 2020-01-09 /pmc/articles/PMC7023437/ /pubmed/31936560 http://dx.doi.org/10.3390/sports8010006 Text en © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Powell, Emma
Woodfield, Lorayne Angela
Powell, Alexander James
Nevill, Alan Michael
Assessing the Wider Implementation of the SHARP Principles: Increasing Physical Activity in Primary Physical Education
title Assessing the Wider Implementation of the SHARP Principles: Increasing Physical Activity in Primary Physical Education
title_full Assessing the Wider Implementation of the SHARP Principles: Increasing Physical Activity in Primary Physical Education
title_fullStr Assessing the Wider Implementation of the SHARP Principles: Increasing Physical Activity in Primary Physical Education
title_full_unstemmed Assessing the Wider Implementation of the SHARP Principles: Increasing Physical Activity in Primary Physical Education
title_short Assessing the Wider Implementation of the SHARP Principles: Increasing Physical Activity in Primary Physical Education
title_sort assessing the wider implementation of the sharp principles: increasing physical activity in primary physical education
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7023437/
https://www.ncbi.nlm.nih.gov/pubmed/31936560
http://dx.doi.org/10.3390/sports8010006
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