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Trial registered on ANZCTR


Registration number
ACTRN12622001043729
Ethics application status
Approved
Date submitted
18/07/2022
Date registered
26/07/2022
Date last updated
26/07/2022
Date data sharing statement initially provided
26/07/2022
Type of registration
Prospectively registered

Titles & IDs
Public title
Exploring the use of game-based approaches to teaching physical education and sport in Chinese primary schools
Scientific title
Research Project: Exploring the use of game-based approaches to teaching physical education and sport in Chinese primary schools
Secondary ID [1] 307559 0
Nil known
Universal Trial Number (UTN)
Nil known
Trial acronym
Nil known
Linked study record
Nil known

Health condition
Health condition(s) or problem(s) studied:
Students game skills 327067 0
mental health 327068 0
physical fitness 327069 0
Condition category
Condition code
Public Health 324224 324224 0 0
Health promotion/education

Intervention/exposure
Study type
Interventional
Description of intervention(s) / exposure
Intervention

Phase 1
MASTER Coach Development Workshop (weeks 1)
PE teachers participated in a 6-hour theory and practical teacher education workshop via Zoom to a member of the research team (JY), including 4h of reading relevant papers and books regarding the game-based approach (GBA) (Game-sense, Invasion Games, Small-sided games and tactical approach). The latest evidence regarding sport, coaching and youth was presented, and the MASTER framework was explained. A combination of lecture, discussion and group work activities provided coaches with the theoretical underpinnings and practical applications of the MASTER elements and provide coaches with opportunities to plan and assess sessions based on the MASTER framework and MASTER evaluation tool. A key target for the workshop was to empower coaches with the necessary skills and understanding to use the MASTER framework when designing new training activities or adapting existing activities. Coaches were provided with a PowerPoint presentation, printed course booklet, MASTER checklist, and printed (and explained) examples of basketball training activities and planning tasks. The workshop components (e.g., PowerPoint presentations, workshop materials, practical sessions) were specifically designed and developed to minimise the impact of the presenters' biography on knowledge uptake and to ensure suitability for future scale-up (whereby external presenters would deliver the MASTER program).

Phase 2
8 weeks of teaching mentoring (weeks 2-7)
This 8-week phase involved coaches implementing MASTER elements (e.g. 10-minute stretching before a sports game, teachers will give 1-2 sentences of praise during the game for individual students who make a good effort) in their normal training sessions (2 x 1 ½ hour sessions per week) under the guidance of the coach mentor (2-3 experienced coaches who from the member of the research team will evaluate the mentor). The mentor spent one session per week (1 ½ hour) for 8 weeks rotating between coaches to assist in the application of the MASTER framework and provided ongoing support. This included access to a discussion platform on Facebook messenger, the provision of example session activities and MASTER learning activities via the purpose-designed MASTER website, and feedback on draft session plans. During and after the training sessions the mentor also stimulated dialogue and provided feedback to coaches regarding: potential ways to increase engagement of players (e.g., adaption of the session activities); questioning techniques to facilitate player reflection and learning; session evaluation and coach reflection; identification of the elements of MASTER in action; and identification of the potential missed opportunity to include an element of MASTER.

Phase 3
3 weeks peer assessed teaching/discussions (weeks 8-10)
The mentor prepared and implement a 2-h training session designed to highlight important aspects of the MASTER framework and games-based coaching practices. Coaches were involved in evaluating the mentor using the MASTER observation checklist, and a group discussion based on the checklist and coach observations facilitated the learning episode. This collaborative practise incorporates what is known about professional learning communities and instructional “rounds”, and is now common in higher educational settings. The literature supports that learning and understanding are optimised when learners are involved in the feedback process, explicitly learn to become assessors, have a clear framework in which to evaluate performance, and provide feedback through a discussion or dialogue. Following the coach assessment and reflection session, coaches continued implementing MASTER strategies in their normal training sessions and were required to undertake a peer observation of a colleague alongside the coach mentor (using the MASTER observation checklist). Feedback and professional dialogue followed the peer observation sessions. Peer dialogue has shown to be an effective and well-received method for improving coaching practices.

Frequency: Participated teachers will be asked for Weekly 2-3 hour game sessions in school, which is an additional component of the intervention (with the teacher's regular class), facilitated by the teacher and supervised by a member of the study team (weekly 30-40 minutes telephone calls with members of the research team discussing strategies for improving game sessions).
Intervention code [1] 324055 0
Behaviour
Comparator / control treatment
Teachers randomized to the control group will participate in the following:

Basketball training as usual, which involves one 2-3 hour session delivered per week based on local school protocol

Teachers in the control group will only receive the MASTER Teaching Program after completion of the study period and assessment of outcome measures.
Control group
Active

Outcomes
Primary outcome [1] 332045 0
PE Teacher questionnaire:
PE teachers will be also asked to complete a purpose-designed questionnaire collecting
1) Confidence to teach basketball;
2) Competence to teach basketball.
The teachers' Confidence to teach basketball and Competence to teach basketball will be analysed together as a composite outcome.
Timepoint [1] 332045 0
8-weeks after finishing the MASTER coach education program
Primary outcome [2] 332046 0
Student assessments:
Students' game skills (assessed at Basketball lesson): Video analysis of decision-making, and attacking and defensive play will be conducted using a previously validated game performance assessment instrument (Miller et al., 2015). These skills are deemed essential for success in invasion games (including basketball) and are skills utilised by all players on the court (irrespective of position played).
Timepoint [2] 332046 0
8 weeks after finishing the MASTER coach education program
Secondary outcome [1] 412148 0
Student assessments:
Enjoyment of Sport (Basketball Lesson). It will be using an adapted version of the Physical Activity Children’s Enjoyment.
Timepoint [1] 412148 0
8 weeks after finishing the MASTER coach education program
Secondary outcome [2] 412149 0
Well-being: The Warwick-Edinburgh Mental Well-being Scale (WEMWBS) will be used and consisted of 14 items using a 5-point Likert Scale.
Timepoint [2] 412149 0
8 weeks after finishing the MASTER coach education program
Secondary outcome [3] 412150 0
Motivation: The Behavioral Regulation in Sport Questionnaire will be used to assess.
Timepoint [3] 412150 0
8 weeks after finishing the MASTER coach education program.

Eligibility
Key inclusion criteria
Eligible participants were healthy Grade 4-6 students (four to six years of primary school)
Only participants providing signed consent were eligible to participate in the study and complete the teacher, student or parent questionnaire.
Minimum age
9 Years
Maximum age
13 Years
Sex
Both males and females
Can healthy volunteers participate?
Yes
Key exclusion criteria
Grade 1-3 were excluded from this study, given their limited cognitive ability to effectively respond to the surveys, and without an illness or injury that would preclude them from participating in physical activity.

Study design
Purpose of the study
Educational / counselling / training
Allocation to intervention
Randomised controlled trial
Procedure for enrolling a subject and allocating the treatment (allocation concealment procedures)
Ten classes from ten primary schools will be randomly assigned at the class level to control and intervention conditions by using a computer-based random number-producing algorithm to decide whether the groups are controlled or intervened.
Methods used to generate the sequence in which subjects will be randomised (sequence generation)
Ten classes from ten primary schools will be randomly assigned at the class level to control and intervention conditions by using a computer-based random number-producing algorithm to decide whether the groups are controlled or intervened.
Masking / blinding
Blinded (masking used)
Who is / are masked / blinded?


The people assessing the outcomes
The people analysing the results/data
Intervention assignment
Parallel
Other design features
Phase
Not Applicable
Type of endpoint/s
Efficacy
Statistical methods / analysis
Statistical analyses will be conducted using SPSS Statistics 24 (SPSS Inc. Chicago, IL) software, and alpha levels will be set at p < 0.05. Linear mixed models will be fitted to compare differences between time points (baseline and follow-up), groups (intervention and control), and group-by-time interaction for continuous variables. Time, group, and group-by-time will be assessed as fixed effects within the model, with the teacher included as a random intercept to account for potential clustering at the level of the coach. Differences of means and 95% confidence intervals (CIs) will be determined using the linear mixed models.

Recruitment
Recruitment status
Not yet recruiting
Date of first participant enrolment
Anticipated
1/08/2022
Actual
Date of last participant enrolment
Anticipated
31/08/2022
Actual
Date of last data collection
Anticipated
30/09/2022
Actual
Sample size
Target
500
Accrual to date
Final
Recruitment outside Australia
Country [1] 24901 0
China
State/province [1] 24901 0
Beijing

Funding & Sponsors
Funding source category [1] 311833 0
Self funded/Unfunded
Name [1] 311833 0
JIN YAN
Country [1] 311833 0
Australia
Primary sponsor type
University
Name
University of Newcastle, Australia
Address
The University of Newcastle, University Drive, Callaghan NSW 2308 Australia
Country
Australia
Secondary sponsor category [1] 313309 0
None
Name [1] 313309 0
nia
Address [1] 313309 0
nia
Country [1] 313309 0

Ethics approval
Ethics application status
Approved
Ethics committee name [1] 311276 0
The University of Newcastle Human Research Ethics Committee
Ethics committee address [1] 311276 0
Ethics committee country [1] 311276 0
Australia
Date submitted for ethics approval [1] 311276 0
Approval date [1] 311276 0
02/05/2022
Ethics approval number [1] 311276 0

Summary
Brief summary
Trial website
Trial related presentations / publications
Public notes

Contacts
Principal investigator
Name 120538 0
Mr Jin Yan
Address 120538 0
The University of Newcastle, University Drive, Callaghan NSW 2308 Australia
Country 120538 0
Australia
Phone 120538 0
+61404635005
Fax 120538 0
Email 120538 0
jin.yan@uon.edu.au
Contact person for public queries
Name 120539 0
Jin Yan
Address 120539 0
The University of Newcastle, University Drive, Callaghan NSW 2308 Australia
Country 120539 0
Australia
Phone 120539 0
+61404635005
Fax 120539 0
Email 120539 0
jin.yan@uon.edu.au
Contact person for scientific queries
Name 120540 0
Jin Yan
Address 120540 0
The University of Newcastle, University Drive, Callaghan NSW 2308 Australia
Country 120540 0
Australia
Phone 120540 0
+61404635005
Fax 120540 0
Email 120540 0
jin.yan@uon.edu.au

Data sharing statement
Will individual participant data (IPD) for this trial be available (including data dictionaries)?
No
No/undecided IPD sharing reason/comment
Any personal information provided by participants will be confidential to the researchers. The results of the study will be published in general terms and will not allow the identification of individuals. Once the data has been collected and entered into an electronic data file and verified, the questionnaires will be destroyed. The electronic data files will be retained by A/Prof. A/Prof. Narelle Eather and members of the research team will have access to the password-protected and de-identified data results. Once the de-identification process has taken place, data will be managed in a secure location at the University of Newcastle, via locked buildings/offices and a password protected computer/hard drive.


What supporting documents are/will be available?

Doc. No.TypeCitationLinkEmailOther DetailsAttachment
16664Ethical approval    384370-(Uploaded-18-07-2022-12-05-03)-Study-related document.pdf
16665Study protocol    384370-(Uploaded-25-07-2022-11-00-18)-Study-related document.docx



Results publications and other study-related documents

Documents added manually
No documents have been uploaded by study researchers.

Documents added automatically
No additional documents have been identified.