https://ogma.newcastle.edu.au/vital/access/ /manager/Index ${session.getAttribute("locale")} 5 https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:53344 Wed 22 Nov 2023 10:18:30 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:35678 Wed 15 Mar 2023 14:43:50 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:29918 Wed 11 Apr 2018 10:23:06 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:20821 Wed 04 Sep 2019 11:04:54 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:35677 Tue 22 Oct 2019 12:39:11 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:40485 B, 4.00; 95% confidence interval, 2.96–5.04; d = 0.36). Regarding the participants’ competence and autonomy need satisfaction, and autonomous motivation, the intervention effects were stronger in girls, compared with boys. Conclusions: Fitness infusion and game-like elements, used according to self-determination theory principles, can enhance students’ physical activity and motivation toward PE. This low-cost intervention has the potential to be scaled up and disseminated in secondary schools.]]> Thu 14 Jul 2022 08:52:17 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:38346 Mon 30 Aug 2021 15:53:18 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:30354 N = 731 students; M = 14.38 years; all from Secondary 2) from 12 Hong Kong schools during September to December 2013. The primary outcome was percentage of lesson time spent in MVPA. Secondary outcomes included students' vigorous activity, counts per minute, perceived autonomy support and motivation for physical education. Accelerometer-based activity measures were taken from a sub-sample of 168 students during lessons 1 to 3 (baseline) and lessons 5 to 7 (treatment phase). Participants self-reported motivation variables at lessons 4 and 8. Teachers allocated to the experimental group included an intervention during treatment phase; those in the control group continued usual practices. The intervention involved a 15-minute rope skipping activity where students completed intervals of skipping with rests in between. Using multilevel modeling, we examined the intervention effects on measured outcomes, and whether effects differed for boys and girls. Overall intervention effects were not found. However, girls in the intervention group spent more time in MVPA (β = 0.25) and had higher counts per minute (β = 0.32) than control group counterparts at treatment phase. Perceived autonomy support and motivation variables were similar across groups. The intervention increased activity levels of girls, but not boys. Implementation of the intervention may reduce differences between boys' and girls' physical education activity levels.]]> Mon 29 Aug 2022 15:03:10 AEST ]]>