TY - JOUR
T1 - Validation of an observation tool to assess physical activitypromoting
physical education lessons in high schools: SOFIT+
AU - Fairclough, Stuart
AU - Weaver, R.Glenn
AU - Johnson, Siobhan
AU - Rawlinson, Jack
PY - 2017/10/2
Y1 - 2017/10/2
N2 - Objectives. SOFIT+ is an observation tool to measure teacher
practices related to moderate-to-vigorous physical activity (MVPA)
promotion during physical education (PE). The objective of the study was
to examine the validity of SOFIT+ during high school PE lessons.
Design. This cross-sectional, observational study tested the construct
validity of SOFIT+ in boys' and girls' high school PE lessons.
Methods. Twenty-one PE lessons were video-recorded and retrospectively
coded using SOFIT+. Students wore hip-mounted accelerometers during
lessons as an objective measure of MVPA. Multinomial logistic regression
was used to estimate the likelihood of students engaging in MVPA during
different teacher practices represented by observed individual codes and
a combined SOFIT+ index-score.
Results. Fourteen individual SOFIT+ variables demonstrated a
statistically significant relationship with girls' and boys' MVPA.
Observed lesson segments identified as high MVPA-promoting were related
to an increased likelihood of girls engaging in 5-10 (OR = 2.86 [95%CI
2.41-3.40]), 15-25 (OR = 7.41 [95%CI 6.05-9.06]), and 30-40 (OR = 22.70
[95%CI 16.97-30.37]) seconds of MVPA. For boys, observed high-MVPA
promoting segments were related to an increased likelihood of engaging in
5-10 (OR = 1.71 [95%CI 1.45-2.01]), 15-25 (OR = 2.69 [95%CI 2.31-3.13])
and 30-40 (OR = 4.26 [95%CI 3.44-5.29]) seconds of MVPA.
Conclusions. Teacher practices during high school PE lessons are
significantly related to students' participation in MVPA. SOFIT+ is a
valid and reliable tool to examine relationships between PE teacher
practices and student MVPA during PE.
AB - Objectives. SOFIT+ is an observation tool to measure teacher
practices related to moderate-to-vigorous physical activity (MVPA)
promotion during physical education (PE). The objective of the study was
to examine the validity of SOFIT+ during high school PE lessons.
Design. This cross-sectional, observational study tested the construct
validity of SOFIT+ in boys' and girls' high school PE lessons.
Methods. Twenty-one PE lessons were video-recorded and retrospectively
coded using SOFIT+. Students wore hip-mounted accelerometers during
lessons as an objective measure of MVPA. Multinomial logistic regression
was used to estimate the likelihood of students engaging in MVPA during
different teacher practices represented by observed individual codes and
a combined SOFIT+ index-score.
Results. Fourteen individual SOFIT+ variables demonstrated a
statistically significant relationship with girls' and boys' MVPA.
Observed lesson segments identified as high MVPA-promoting were related
to an increased likelihood of girls engaging in 5-10 (OR = 2.86 [95%CI
2.41-3.40]), 15-25 (OR = 7.41 [95%CI 6.05-9.06]), and 30-40 (OR = 22.70
[95%CI 16.97-30.37]) seconds of MVPA. For boys, observed high-MVPA
promoting segments were related to an increased likelihood of engaging in
5-10 (OR = 1.71 [95%CI 1.45-2.01]), 15-25 (OR = 2.69 [95%CI 2.31-3.13])
and 30-40 (OR = 4.26 [95%CI 3.44-5.29]) seconds of MVPA.
Conclusions. Teacher practices during high school PE lessons are
significantly related to students' participation in MVPA. SOFIT+ is a
valid and reliable tool to examine relationships between PE teacher
practices and student MVPA during PE.
U2 - 10.1016/j.jsams.2017.09.186
DO - 10.1016/j.jsams.2017.09.186
M3 - Article (journal)
SN - 1440-2440
JO - Journal of Science and Medicine in Sport
JF - Journal of Science and Medicine in Sport
ER -