The effects and retention of cooperative learning integrating pedometer-based self-management strategies on adolescents’ physical activity and cardiopulmonary fitness

Abstract

Objective:

The aim of this study was to explore the efficacy of cooperative learning integrated into self-management support in influencing adolescents’ physical activity (PA) and cardiopulmonary fitness (CRF), and to examine retention following an experimental intervention.

Design:

Quasi-experimental design.

Setting:

Elementary school setting the Republic of China.

Method:

Goal setting theory, the fitness education model, and cooperative learning informed the design of the study. The experimental group included 25 students (mean age 12.10 ± 0.81); the control group included 22 students (mean age 12.15 ± 0.65). The experimental group received cooperative learning together with pedometer-based self-management (CL-PBSM) support, while the control group received only pedometer-based self-management (PBSM) support, to examine their effects on students’ PA and CRF, and to track retention in the CL-PBSM group. The intervention took place over a 10-week period, with weekly 40-minute sessions. Pretest and posttest data were collected using pedometers and a PACER test in the first and last weeks of the intervention. Retention was assessed with pedometer data at 4 and 8 weeks after the intervention.

Results:

Following the intervention, the experimental group showed significantly higher PA (t = −5.84, p < .05) and CRF (t = −4.90, p < .05), while the control group also showed significant improvements in both PA (t = −2.42, p < .05) and CRF (t = −8.97, p < .05). In the post-test comparison, the experimental group showed a significantly higher level of PA (F (1, 43) = 17.54, p < .05), but no significant difference was found in CRF (F (1, 43) = 3.86, p > .05). The retention analysis showed a decline in PA 2 months post-course (F (2, 40) = 3.40, p < .05) in the experimental group.

Conclusion:

Integrating cooperative learning into self-management enhances PA more effectively than self-management alone. To better encourage active lifestyle habits, extending the intervention length to at least 20 weeks is recommended. This study offers a new approach to promoting PA and CRF, with valuable suggestions concerning intervention duration for future researchers and educators to consider.