Increasing students' activity in physical education : Results of the Self-determined Exercise and Learning for FITness Trial

Purpose
To examine the effects of the Self-determined Exercise and Learning For FITness (SELF-FIT) intervention on students’ moderate-to-vigorous physical activity (MVPA) and motivation in physical education (PE).

Methods
In a clustered randomized controlled trial, 667 students (mean age, 14.4 yr; SD, 0.78) from 26 schools (i.e., clusters) were randomized into either an experimental group or a waitlist control group. Students in the experimental group received the SELF-FIT intervention, a school-based intervention designed to infuse fitness and game-like elements into PE using self-determination theory principles, whereas those in the control continued their classes using usual practices. Intervention content was provided by teachers who received training from the research team. The primary outcome was percentage of time spent in MVPA during PE. Secondary outcomes included basic psychological need satisfaction, motivation toward PE, leisure-time MVPA, and mental well-being. Data were analyzed using multilevel regression analyses and prespecified interactions were tested (i.e., group–time–sex).

Results
Positive intervention effects were found on MVPA during PE (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.