In:
PLOS ONE, Public Library of Science (PLoS), Vol. 18, No. 2 ( 2023-2-16), p. e0280261-
Abstract:
The purpose of this research was to develop, implement, and test the efficacy of a theory-driven, evidence-informed peer leadership program for elementary school students (Grade 6 and 7; age 11–12 years) and the Grade 3/4 students with whom they were partnered. The primary outcome was teacher ratings of their Grade 6/7 students’ transformational leadership behaviors. Secondary outcomes included: Grade 6/7 students’ leadership self-efficacy, as well as Grade 3/4 motivation, perceived competence, general self-concept, fundamental movement skills, school-day physical activity, and program adherence, and program evaluation. Methods We conducted a two-arm cluster randomized controlled trial. In 2019, 6 schools comprising 7 teachers, 132 leaders, and 227 grade 3 and 4 students were randomly allocated to the intervention or waitlist control conditions. Intervention teachers took part in a half-day workshop (January 2019), delivered 7 x 40 minute lessons to Grade 6/7 peer leaders (February and March 2019), and these peer leaders subsequently ran a ten-week physical literacy development program for Grade 3/4 students (2x30 minutes sessions per week). Waitlist-control students followed their usual routines. Assessments were conducted at baseline (January 2019) and immediately post-intervention (June 2019). Results The intervention had no significant effect on teacher ratings of their students’ transformational leadership ( b = 0.201, p = .272) after controlling for baseline and gender. There was no significant condition effect for Grade 6/7 student rated transformation leadership ( b = 0.077, p = .569) or leadership self-efficacy ( b = 3.747, p = .186) while controlling for baseline and gender. There were null findings for all outcomes related to Grade 3 and 4 students. Discussion Adaptions to the delivery mechanism were not effective in increasing leadership skills of older students or components of physical literacy in younger Grade 3/4 students. However, teacher self-reported adherence to the intervention delivery was high. Trial registration This trial was registered on December 19 th , 2018 with Clinicaltrials.gov ( NCT03783767 ), https://clinicaltrials.gov/ct2/show/NCT03783767 .
Type of Medium:
Online Resource
ISSN:
1932-6203
DOI:
10.1371/journal.pone.0280261
DOI:
10.1371/journal.pone.0280261.g001
DOI:
10.1371/journal.pone.0280261.t001
DOI:
10.1371/journal.pone.0280261.t002
DOI:
10.1371/journal.pone.0280261.t003
DOI:
10.1371/journal.pone.0280261.t004
DOI:
10.1371/journal.pone.0280261.t005
DOI:
10.1371/journal.pone.0280261.s001
DOI:
10.1371/journal.pone.0280261.s002
DOI:
10.1371/journal.pone.0280261.s003
DOI:
10.1371/journal.pone.0280261.s004
DOI:
10.1371/journal.pone.0280261.s005
DOI:
10.1371/journal.pone.0280261.s006
DOI:
10.1371/journal.pone.0280261.s007
DOI:
10.1371/journal.pone.0280261.s008
DOI:
10.1371/journal.pone.0280261.s009
DOI:
10.1371/journal.pone.0280261.s010
DOI:
10.1371/journal.pone.0280261.s011
DOI:
10.1371/journal.pone.0280261.s012
DOI:
10.1371/journal.pone.0280261.s013
DOI:
10.1371/journal.pone.0280261.r001
DOI:
10.1371/journal.pone.0280261.r002
DOI:
10.1371/journal.pone.0280261.r003
DOI:
10.1371/journal.pone.0280261.r004
Language:
English
Publisher:
Public Library of Science (PLoS)
Publication Date:
2023
detail.hit.zdb_id:
2267670-3
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