The Effects of a School-Based Physical Activity Teacher Intervention on the Physical Activity Attitudes and Practices of Adolescent Students in Lagos, Nigeria
Bibliographic record
Abstract
Background: Nigerian adolescents are faced with challenges around physical inactivity. Poor attitudes to, and practices in, physical activity during school physical education (PE) classes are also a challenge. Our study integrated an innovative PE teaching methodology (autonomous support style) into a professional development training (PDT) programme for teachers to promote PA among adolescents. The study aimed at determining the effects of this school-based physical activity intervention for teachers on the physical activity attitudes and practices of adolescents. This study employed a descriptive quantitative research approach to determine the attitudes and practices of adolescents. One thousand two hundred students were recruited from twenty-four junior secondary schoolsthrough an intact group design process. A PE teacher from each school was included in the PDT intervention programme. The main components of the intervention included training PE teachers to influence their students’ attitudes and practices through the use of an autonomous support style of teaching.PE teachers allocated to the intervention group implemented the autonomous support style of teaching at the schools in the intervention group for four months. There was a pre-intervention baseline assessment of the students’ physical activity attitudes and practices, with a second assessment following the intervention. Results showed that there were significant (p<0.05) changes, post-intervention, in the adolescents’ attitudes to, and practices in, physical activity participation during PE classes, and at lunch or break-time during the school day.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".