It is expected schools and physical education (PE) to play significant roles in helping school children to achieve public health objectives such as accumulation of adequate amounts of physical activity (PA) and reduction of sedentary behaviors. Health-Optimizing Physical Education (HOPE) based programmes have been proposed to attain public health objectives in schools.
Guided by the HOPE model, the study intends to inquire the effects of the school-based PA programmes on children’s PA and enjoyment as well as understanding how students and PE teachers experience their learning and teaching within the programmes. Three Hong Kong primary schools (New Territories, Kowloon, and Hong Kong Island) were purposely selected and invited to develop an 8-week HOPE programme for their own school. Three PE lessons of one intact class in upper primary from each school were selected for observation and PA measurement from pedometers and ActiGraph accelerometers were collected in baseline (week 1), mid-intervention (week 8) and end-intervention (week 12), respectively. The Physical Activity Enjoyment Scale was used to measure PA enjoyment in baseline and end-intervention. Meanwhile, 3 teachers and 3 students were interviewed to collect their experiences of the implementation of the programme.
A paired samples t-test indicated a significant difference on the step count between baseline and end-intervention in New Territories school (Baseline: 204567; End: 32311, p<0.05) and Kowloon school (Baseline: 34285; End: 40882, p<0.05). Significant effects were found in Sedentary, LPA and MVPA in Hong Kong Island school and Kowloon school (p<0.05). Interestingly, a significant decrease in PA enjoyment was found in Hong Kong Island school (Pre: 1.67; Post: 1.42, p<0.05).
The interview results revealed that PE teachers played an important role affecting the implementation of the school based PA programmes. Most students and teachers valued HOPE and agreed that the approach could help student learning