- Title
- Evaluation of the peer leadership for physical literacy intervention: A cluster randomized controlled trial
- Creator
- Hulteen, Ryan M.; Lubans, David R.; Rhodes, Ryan E.; Faulkner, Guy; Liu, Yan; Naylor, Patti-Jean; Nathan, Nicole; Waldhauser, Katrina J.; Wierts, Colin M.; Beauchamp, Mark R.
- Relation
- NHMRC.1154507
- Relation
- PLoS One Vol. 18, Issue 2, no. e0280261
- Publisher Link
- http://dx.doi.org/10.1371/journal.pone.0280261
- Publisher
- Public Library of Science
- Resource Type
- journal article
- Date
- 2023
- Description
- Purpose: The purpose of this research was to develop, implement, and test the efficacy of a theory-driven, evidence-informed peer leadership program for elementary school students (Grade 6 and 7; age 11–12 years) and the Grade 3/4 students with whom they were partnered. The primary outcome was teacher ratings of their Grade 6/7 students’ transformational leadership behaviors. Secondary outcomes included: Grade 6/7 students’ leadership self-efficacy, as well as Grade 3/4 motivation, perceived competence, general self-concept, fundamental movement skills, school-day physical activity, and program adherence, and program evaluation. Methods: We conducted a two-arm cluster randomized controlled trial. In 2019, 6 schools comprising 7 teachers, 132 leaders, and 227 grade 3 and 4 students were randomly allocated to the intervention or waitlist control conditions. Intervention teachers took part in a half-day workshop (January 2019), delivered 7 x 40 minute lessons to Grade 6/7 peer leaders (February and March 2019), and these peer leaders subsequently ran a ten-week physical literacy development program for Grade 3/4 students (2x30 minutes sessions per week). Waitlist-control students followed their usual routines. Assessments were conducted at baseline (January 2019) and immediately post-intervention (June 2019). Results: The intervention had no significant effect on teacher ratings of their students’ transformational leadership (b = 0.201, p = .272) after controlling for baseline and gender. There was no significant condition effect for Grade 6/7 student rated transformation leadership (b = 0.077, p = .569) or leadership self-efficacy (b = 3.747, p = .186) while controlling for baseline and gender. There were null findings for all outcomes related to Grade 3 and 4 students. Discussion: Adaptions to the delivery mechanism were not effective in increasing leadership skills of older students or components of physical literacy in younger Grade 3/4 students. However, teacher self-reported adherence to the intervention delivery was high. Trial registration: This trial was registered on December 19th, 2018 with Clinicaltrials.gov (NCT03783767), https://clinicaltrials.gov/ct2/show/NCT03783767.
- Subject
- peer leadership; physical literacy; transformational leadership behaviors; cluster randomized controlled trial; SDG 4; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1483581
- Identifier
- uon:51131
- Identifier
- ISSN:1932-6203
- Language
- eng
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