Resumé
The right supportive environment for physical activity (PA) at school is substantial if the potential benefits for well-being shall be met. One way to conceptualize the supportive environment is by using the framework of self-determination theory (SDT). The purpose of this study is to gain insight into the ways that student’s experience an intervention within the context of SDT.
Methods
The use of qualitative methods alongside quantitative effect-evaluation-research is useful to improve the understanding of the effects of complex interventions and the mechanisms through which changes occur. ‘Move for Wellbeing in Schools' is an ongoing multicomponent intervention- study based on a SDT-framework to target student’s autonomy, relatedness and competences compared to PA and well-being. Two out of 12 intervention-schools are selected as in-depth cases. During the course of seven months (November 2015 – May 2016) participant observations combined with semi-structured focus-group-interviews (with in total 37 middle-age student’s) are carried out.
Results
Data are coded and categorized in an ongoing process by using an deductive thematic approach. Afterwards the most important topics are analyzed into the three components of SDT. Preliminary findings suggest that a SDT-framework can be advantageously to create PA conducive to well-being, but there are some points to pay attention to. The intervention aim at improving students autonomy by increasing their awareness of learning objectives, by giving choices, or by granting responsibility for solving open tasks. The positive effect of these practices seems however to diminish, if they are given as a reward of good behavior, or if the student-teacher relationship is disrespectful.
Conclusions
Results of this study contribute with knowledge regarding the social climate, people’s interaction and behavior, which are important aspects of the implementation. These findings are essential to inform Active Policy how to create 'Active Schools' which benefit student’s well-being.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | maj 2016 |
| Antal sider | 1 |
| Status | Udgivet - maj 2016 |
| Begivenhed | 6th International Congress on Physical Activity and Public Health: Active Living for All: Active People, Active Place, Active Policy - Bangkok, Thailand Varighed: 16. nov. 2016 → 19. nov. 2016 Konferencens nummer: 6 |
Konference
| Konference | 6th International Congress on Physical Activity and Public Health |
|---|---|
| Nummer | 6 |
| Land | Thailand |
| By | Bangkok |
| Periode | 16/11/2016 → 19/11/2016 |
Fingeraftryk
Citer dette
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How can physical activity improve school well-being? - A qualitative process evaluation. / Holt, Anne-Didde; Smedegaard, Søren; Lund-Cramer, Pernille; Skovgaard, Thomas; Christiansen, Lars Breum Skov.
2016. Abstract fra 6th International Congress on Physical Activity and Public Health, Bangkok, Thailand.Publikation: Konferencebidrag uden forlag/tidsskrift › Konferenceabstrakt til konference › Forskning › peer review
TY - ABST
T1 - How can physical activity improve school well-being? - A qualitative process evaluation
AU - Holt, Anne-Didde
AU - Smedegaard, Søren
AU - Lund-Cramer, Pernille
AU - Skovgaard, Thomas
AU - Christiansen, Lars Breum Skov
PY - 2016/5
Y1 - 2016/5
N2 - PurposeThe right supportive environment for physical activity (PA) at school is substantial if the potential benefits for well-being shall be met. One way to conceptualize the supportive environment is by using the framework of self-determination theory (SDT). The purpose of this study is to gain insight into the ways that student’s experience an intervention within the context of SDT.MethodsThe use of qualitative methods alongside quantitative effect-evaluation-research is useful to improve the understanding of the effects of complex interventions and the mechanisms through which changes occur. ‘Move for Wellbeing in Schools' is an ongoing multicomponent intervention- study based on a SDT-framework to target student’s autonomy, relatedness and competences compared to PA and well-being. Two out of 12 intervention-schools are selected as in-depth cases. During the course of seven months (November 2015 – May 2016) participant observations combined with semi-structured focus-group-interviews (with in total 37 middle-age student’s) are carried out.ResultsData are coded and categorized in an ongoing process by using an deductive thematic approach. Afterwards the most important topics are analyzed into the three components of SDT. Preliminary findings suggest that a SDT-framework can be advantageously to create PA conducive to well-being, but there are some points to pay attention to. The intervention aim at improving students autonomy by increasing their awareness of learning objectives, by giving choices, or by granting responsibility for solving open tasks. The positive effect of these practices seems however to diminish, if they are given as a reward of good behavior, or if the student-teacher relationship is disrespectful.ConclusionsResults of this study contribute with knowledge regarding the social climate, people’s interaction and behavior, which are important aspects of the implementation. These findings are essential to inform Active Policy how to create 'Active Schools' which benefit student’s well-being.
AB - PurposeThe right supportive environment for physical activity (PA) at school is substantial if the potential benefits for well-being shall be met. One way to conceptualize the supportive environment is by using the framework of self-determination theory (SDT). The purpose of this study is to gain insight into the ways that student’s experience an intervention within the context of SDT.MethodsThe use of qualitative methods alongside quantitative effect-evaluation-research is useful to improve the understanding of the effects of complex interventions and the mechanisms through which changes occur. ‘Move for Wellbeing in Schools' is an ongoing multicomponent intervention- study based on a SDT-framework to target student’s autonomy, relatedness and competences compared to PA and well-being. Two out of 12 intervention-schools are selected as in-depth cases. During the course of seven months (November 2015 – May 2016) participant observations combined with semi-structured focus-group-interviews (with in total 37 middle-age student’s) are carried out.ResultsData are coded and categorized in an ongoing process by using an deductive thematic approach. Afterwards the most important topics are analyzed into the three components of SDT. Preliminary findings suggest that a SDT-framework can be advantageously to create PA conducive to well-being, but there are some points to pay attention to. The intervention aim at improving students autonomy by increasing their awareness of learning objectives, by giving choices, or by granting responsibility for solving open tasks. The positive effect of these practices seems however to diminish, if they are given as a reward of good behavior, or if the student-teacher relationship is disrespectful.ConclusionsResults of this study contribute with knowledge regarding the social climate, people’s interaction and behavior, which are important aspects of the implementation. These findings are essential to inform Active Policy how to create 'Active Schools' which benefit student’s well-being.
M3 - Conference abstract for conference
ER -