本研究旨在研究在中国小学实施量身定制的MASTER教练教育计划以支持体育(PE)教师的篮球课程设计和交付的初步功效和可行性。北京市共有20所小学,中国被招募,每个学校的一名体育老师和他们的班级(N=715名10-13岁的学生)被纳入研究,并随机分配到MASTER干预组(n=10)或对照组(n=10)。与对照组相比,在MASTER组中,在体育期间提供的游戏形式活动的比例(27.65,95%CI[20.27,35.03])和教师对教学的信心(23.92,95%CI[15.87,31.92])和能力(24.12,95%CI[10.28,24.71])方面,观察到显著差异.观察到学生的运动能力存在显著差异(3.56%;95%CI[3.15,3.96]),享受(11.83%;95%CI[10.98,12.69]),幸福感(8.51%;95%CI[7.02,10.00]),内在动机(+0.74%;95%CI[0.30,1.17]),内省动机(-2.24%;95%CI[-2.77,-1.70]),和外部动机(-0.49%;95%CI[-0.90,-0.08])。MASTER计划有效改善了中国小学的教学实践,并促进教师和学生成绩的改善。
This study aimed to examine the preliminary efficacy and feasibility of implementing a tailored version of the MASTER coach education programme in Chinese primary schools to support physical education (PE) teachers\' basketball lesson design and delivery. A total of 20 primary schools in Beijing, China were recruited, with one PE teacher and their class (N = 715 students aged 10-13 yrs) from each school included in the study and randomly allocated to the MASTER intervention (n = 10) or control group (n = 10). Compared to the control group, a significant difference was observed in the MASTER group for the proportion of playing-form activities delivered during PE (27.65, 95% CI [20.27, 35.03]) and for teachers\' perceptions of confidence (23.92, 95% CI [15.87, 31.92]) and competence (24.12, 95% CI [10.28, 24.71]) to teach. Significant differences between groups were observed for students\' perceived athletic competence (3.56%; 95% CI [3.15, 3.96]), enjoyment (11.83%; 95% CI [10.98, 12.69]), well-being (8.51%; 95% CI [7.02, 10.00]), intrinsic motivation (+0.74%; 95% CI [0.30, 1.17]), introjected motivation (-2.24%; 95% CI [-2.77, -1.70]), and external motivation (-0.49%; 95% CI [-0.90, -0.08]). The MASTER programme was effective in improving teaching practices in Chinese primary schools, and in facilitating improvements in teacher and student outcomes.