Teaching health/exercise/fitness professionals Not Applicable
Conditions
Interventions
A randomized controlled trial, using a two-group pre-test post-test design, will be used to evaluate the effectiveness of the online training course. The intervention includes completing a 2.5 hour se
Sponsors
University of British Columbia
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Work or volunteer as an exercise/lifestyle counsellor, SCI peer mentor, occupational therapist, therapeutic recreation professional, physiotherapist, psychomotor therapist, social worker, kinesiologist, rehabilitation assistant, SCI caregiver, fitness trainer or coach; 2. Work or volunteer in Canada, United Kingdom, Ireland, United States of America, Australia, or New Zealand; 3. Plan to provide professional guidance or counselling to one or more clients in the next 12 months on starting and/or maintaining a physically active lifestyle. This can include guidance or support as part of the SCI peer mentorship program; 4. Are 18 years or older; 5. Can read and understand English.
Exclusion criteria
Exclusion criteria: Participants cannot take part if they provided any type of feedback on previous versions of the training.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. Knowledge of the spinal cord injury physical activity counselling best practices was measured using 15 true/false statements and 3 multiple-choice questions at baseline and follow-up. 2. Participants’ self-efficacy for using the best practices in conversations about physical activity was measured using 10 items in which participants were asked to rate their confidence level on a scale from 0 to 10 (0 = not confident I can do at all; 10 = highly confident I can) at baseline and follow-up. The average self-efficacy score was calculated for each participant and used for further analyses. The items were constructed using Bandura’s guidance for self-efficacy questionnaires. | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Usability of the e-learning course was assessed using the 10-item System Usability Scale (SUS) at follow-up (after completing the intervention). The SUS questionnaire provides an overall usability score between 0 and 100, in which a score of 68 or higher is considered as an above average usability. 2. Learning experiences and satisfaction were measured using a selection of items from the learning and satisfaction questionnaire developed by Grieve (2022) in the context of an e-learning course for diabetes prevention coaches. The items were measured at follow-up (after completing the intervention). 3. Feasibility of the course was measured using a modified 10-item questionnaire to assess the affordability, practicability, effectiveness, acceptability, safety, and equity (APEASE) criteria. Items were measured using a 7-point Likert scale (1=strongly disagree and 7=strongly agree). Aggregated scores were calculated for the constructs with multiple items (i.e., affordability, practicability, effectiveness, acceptability). The items were measured at follow-up (after completing the intervention). 4. Capability, opportunity and motivation for using the best practices were measured using 9 items (3 items per construct), measured on a 7-point Likert scale (1=strongly disagree and 7=strongly agree). The items were constructed using components of the COM-B model and inspired by Hoekstra et al.’s questionnaire to access capability, opportunity, motivation for disseminating research to a non-academic audience. The items were measured at follow-up (after completing the intervention). | — |
Countries
Australia, Canada, Ireland, New Zealand, United Kingdom, United States of America
Contacts
Public ContactFemke Hoekstra
Outcome results
None listed