Skip to main content

Table 1 Differences Between Intervention and Waitlist Control Group Participants on Baseline Characteristics

From: Testing a physical education-delivered autonomy supportive intervention to promote leisure-time physical activity in lower secondary school students: the PETALS trial

  Total Sample Intervention Waitlist Sig.
Students N=370 N=174 N=196  
 Age, years 14.50 (0.69) 14.69 (0.62) 14.34 (0.71) <.001
 Gender, n (%)     .358
  Boy 182 (49.19) 90 (51.72) 92 (46.94)  
  Girl 188 (50.81) 84 (48.28) 104 (53.06)  
 PA, minutes/week
  Total PA 1322.75 (822.09) 1244.46 (826.80) 1392.25 (813.68) .046
  Vigorous PA 411.70 (344.87) 415.32 (354.90) 408.48 (336.59) .970
  Moderate PA 437.74 (347.10) 427.41 (332.27) 446.92 (360.34) .823
  Walking 473.31 (409.73) 401.73 (389.34) 536.85 (417.81) .001
 PA, MET-minutes/week
  Total PA 6606.47 (4206.17) 6357.89 (4288.37) 6827.14 (4130.26) .163
  Vigorous PA 3293.58 (2758.96) 3322.53 (2839.21) 3267.88 (2692.75) .970
  Moderate PA 1750.98 (1388.38) 1709.66 (1329.09) 1787.66 (1441.38) .823
  Walking 1561.91 (1352.10) 1325.71 (1284.82) 1771.60 (1378.76) .001
 Perceived autonomy support 5.68 (0.89) 5.73 (0.82) 5.64 (0.95) .343
Teachers N=29 N=16 N=13  
 Age, years 42.83 (9.53) 42.13 (9.77) 43.69 (9.54) .668
 Teaching experience, years 15.21 (9.48) 14.81 (10.09) 15.69 (9.04) .809
 Provision of autonomy support 5.39 (0.55) 5.40 (0.55) 5.39 (0.57) .953
 Provision of control 3.77 (0.94) 4.10 (0.84) 3.36 (0.93) .032
  1. Note. PA Physical activity. Data presented as means (standard deviations) unless otherwise noted. Differences compared using the Chi-square and t-tests. Physical activity MET-minutes were calculated by multiplying days of doing each type of physical activity × minutes spent doing each type of physical activity × MET value. MET values were set at 3.3 for walking, 4.0 for MPA, and 8.0 for VPA [67]