Trial Review

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Trial registered on ANZCTR


Registration number
ACTRN12616000324415
Ethics application status
Approved
Date submitted
8/01/2016
Date registered
11/03/2016
Date last updated
12/01/2018
Type of registration
Prospectively registered

Titles & IDs
Public title
Evaluating the effectiveness of using Peer-Dialogue Assessment (PDA) for improving pre-service teacher's perceived confidence and competence to teach physical education
Scientific title
Evaluating the effectiveness of using Peer-Dialogue Assessment (PDA) for improving pre-service teacher's perceived confidence and competence to teach physical education
Secondary ID [1] 288259 0
Nil
Universal Trial Number (UTN)
NA
Trial acronym
Linked study record

Health condition
Health condition(s) or problem(s) studied:
Mental Health 297204 0
Condition category
Condition code
Mental Health 297414 297414 0 0
Studies of normal psychology, cognitive function and behaviour

Intervention/exposure
Study type
Interventional
Description of intervention(s) / exposure
Participants: Undergraduate students and Staff teaching in the EDUC2058 (Invasion Games) Phase 1 and EDUC2514 (Kinetics 1) Phase 2 courses in the BT(HPE / Primary)(Hons) program at the University of Newcastle will be recruited to participate (approximately 50 students Phase 1 and 100 students Phase 2). Those students with informed signed consent will complete assessments but all students in the course will complete the mandatory coursework in EDUC2058 and Educ2514.

Design: Quasi-experimental (Phase 1), GroupRandomised Controlled Trial (Phase 2)

PDA Program Phase 1:: EDUC2058 Invasion Games is a compulsory course in the BTHPE (Hons) program at the UoN and runs for 1 Semester 12 weeks (3 hours per week). During the first 8 weeks students will participate in a range of theoretical and practical tasks relating to the teaching of invasions games conducted by the usual University tutors (3 hours per week for one 12 week semester).. Students will be introduced to the concept of Peer Dialogue Assessment within tutorials and will be given the opportunity to develop their skills in stimulating dialogue to provide feedback on teaching performance throughout the course (ie learn to stimulate verbal discussion around the observed performance). The exposure to PDA will be embedded within 1-2 tutorial activities each week over the first 8 weeks of semester (approximately 15min per week). For example, the tutor will conduct a practical class activity and at the completion of the activity the tutor and students will discuss how they would conduct PDA and how to stimulate useful discussion for learning. In the final 4 weeks of the course, the students will be teaching invasion games in a local secondary school for 1.5 hours per week.. They will work in teams to teach and observe, and will be required to use PDA (all student are expected to complete approximately 10min) at the completion of each session to provide feedback to their team.

PDA Program Phase 2: This study is a randomised controlled trial (RCT) conducted in EDUC2514 (Kinetics 1) at the University of Newcastle. This means that undergraduate students completing EDUC2514 will be randomized to the treatment condition (peer dialogue assessment (PDA)) or to the control condition (Written feedback (WF)). Participants in both treatment conditions will complete identical course work, learning activities and assessment tasks (as per the approved course outline) for one 12 week semester delivered by University tutors. Participants assigned to the PDA group will also be introduced to the concept of PDA within 1-2 teaching activities each week for the first 8 weeks, and will be given the opportunity to develop their skills in stimulating dialogue to provide feedback on teaching performance throughout the course.
In the final 4 weeks of the course, participants will teach sport in a local primary school as a mandatory component of the EDUC2514 course. They will work in teams to teach and observe, and will be required to use either PDA or WF at the completion of each session to provide feedback to their team (all students will be expected to provide approximately 10min of PDA or written comments each week). Adherence will be monitored through the audio recordings and collected written documents.

Measures:
A purpose designed questionnaire will be completed by participants at baseline and at
3months. The A questionnaire will be designed based on previously published scales
(adapted to suit the teaching of PE and Invasion games) to determine participants:
1. Competence to Teach PE (Morgan & Bourke, 2008)
2. Confidence to Teach Invasion Games (Hand, 2014)
3. Self-efficacy to teach (Tschannen-Moran & Woolfolk Hoy, 2001)
Participants will be asked to audio record their peer dialogue sessions.
Participants will also be asked to provide feedback regarding PDA as an assessment tool for use in the undergraduate HPE and Primary programs.

Participation in this research is entirely the student's choice and only a student who has given her or his explicit written consent will be included in the study. If a student does not agree to participate, they will complete the EDUC2058 or educ2514 course as usual but will not complete any of the assessments associated with this study (questionnaires). Participants may also withdraw from the study at any time without giving a reason. A decision not to participate or discontinuation of involvement in the study will not jeopardise their relationship with the University of Newcastle or impact in any way on the progress in the course. Students will be given a face-to-face information session and a written information sheet explaining all of the details of the study (as per Newcastle University Ethics requirements)
Intervention code [1] 293549 0
Other interventions
Comparator / control treatment
Phase 1: No control group
Phase 2: Control Group (the control group will receive written feedback on their teaching performance from peers - written feedback will be in the form of qualitative comments based on the organisation and delivery of the teaching session)
Students in the course educ2514 will be randomised by class into either the intervention or control. The control group will complete the course as set in the University of Newcastle course outline.
Control group
Active

Outcomes
Primary outcome [1] 296974 0
Perceived confidence to teach in general and physical education will be evaluated using an specifically designed questionnaire.
Timepoint [1] 296974 0
Immediate post-intervention (12 weeks from baseline measures)
Primary outcome [2] 296975 0
Perceived competence to teach in general and physical education will be evaluated using an specifically designed questionnaire.
Timepoint [2] 296975 0
Immediate post-intervention (12 weeks from baseline measures)
Secondary outcome [1] 319786 0
Teaching Self-efficacy using Teaching Self Efficacy Scale
Timepoint [1] 319786 0
Immediate post-intervention (12 weeks from baseline measures)

Eligibility
Key inclusion criteria
All students enrolled in EDUC2514 and educ2058 will participate in the study but only those with informed signed consent will complete the questionnaires before and after the study, or record their PDA session (for intervention group only).
Minimum age
17 Years
Maximum age
80 Years
Sex
Both males and females
Can healthy volunteers participate?
Yes
Key exclusion criteria
Nil

Study design
Purpose of the study
Educational / counselling / training
Allocation to intervention
Randomised controlled trial
Procedure for enrolling a subject and allocating the treatment (allocation concealment procedures)
Classes will be randomly assigned after baseline assessment to one of two groups: i) PDA (treatment), or ii) control.
Group allocation was known to assessors and staff (research team members) during the semester and measures performed after baseline.
Methods used to generate the sequence in which subjects will be randomised (sequence generation)
Randomization will be performed by an independent 3rd party using a coin toss.
Masking / blinding
Blinded (masking used)
Who is / are masked / blinded?
The people receiving the treatment/s

The people assessing the outcomes
Intervention assignment
Other
Other design features
Note: Phase 1 is a single group but Phase 2 involves 2-armed parallel group
Phase
Not Applicable
Type of endpoint/s
Efficacy
Statistical methods / analysis

Recruitment
Recruitment status
Completed
Date of first participant enrolment
Anticipated
13/03/2016
Actual
13/03/2016
Date of last participant enrolment
Anticipated
1/08/2016
Actual
1/08/2017
Date of last data collection
Anticipated
Actual
1/11/2017
Sample size
Target
70
Accrual to date
Final
300
Recruitment in Australia
Recruitment state(s)
NSW

Funding & Sponsors
Funding source category [1] 292643 0
Self funded/Unfunded
Name [1] 292643 0
Dr Narelle Eather
Country [1] 292643 0
Australia
Primary sponsor type
University
Name
The University of Newcastle
Address
University Drive,
Callaghan, NSW, 2308
Country
Australia
Secondary sponsor category [1] 291359 0
None
Name [1] 291359 0
nil
Address [1] 291359 0
nil
Country [1] 291359 0

Ethics approval
Ethics application status
Approved
Ethics committee name [1] 294119 0
The University of Newcastle
Ethics committee address [1] 294119 0
University Drive
Callaghan NSW 2308
Ethics committee country [1] 294119 0
Australia
Date submitted for ethics approval [1] 294119 0
01/05/2015
Approval date [1] 294119 0
06/07/2015
Ethics approval number [1] 294119 0
H-2015-0189

Summary
Brief summary
The use of feedback has been shown to be important for learning. However, the feedback literature increasingly reports dissatisfaction among learners. University students are not only reporting that they do not receive feedback that is helpful for their learning but educators report the burden of giving feedback (that is often not used to improve performance). The use of Peer Dialogue Assessment (PDA) has been presented as a method of providing feedback for learners in the tertiary setting and has the potential to be a useful learning tool when used in teacher education programs. Peer Dialogue Assessment positions learners as active in seeking, generating and using feedback to improve or change their task performance. This method uses peers to initiate feedback in the form of 2-way dialogue (or discussion) after a performance and may serve to be a sustainable assessment for learning tool for use in teacher education programs. The aim of this study is to evaluate the effectiveness of using PDA for improving pre-service teacher's perceived confidence and competence to teach physical education.The following questions will be addressed:
1. What experience do undergraduate students in the BT (HPE / Primary)(Hons) programs have with assessment of teaching performance at the UoN?
2. What impact does PDA have on student's perceived competence to teach physical
education?
3. What impact does PDA have on student's confidence to PE and Sport?
4. What impact does PDA have on student's self-efficacy to teach?
5. Did staff and students find the introduction of PDA in a pre-service physical education
course useful as a learning tool and for improving teaching performance?
It is hypothesised that confidence and competence of undergraduate students in the BT (HPE/ Primary)(Hons) will improve as a result of completing an undergraduate course with PDA embedded.
Trial website
Trial related presentations / publications
Public notes

Contacts
Principal investigator
Name 62546 0
Dr Narelle Eather
Address 62546 0
The University of Newcastle
HPE 310 University Drive
Callaghan NSW 2308
Country 62546 0
Australia
Phone 62546 0
+61249216232
Fax 62546 0
NA
Email 62546 0
[email protected]
Contact person for public queries
Name 62547 0
Dr Narelle Eather
Address 62547 0
The University of Newcastle
HPE 310 University Drive
Callaghan NSW 2308
Country 62547 0
Australia
Phone 62547 0
+61249216232
Fax 62547 0
na
Email 62547 0
[email protected]
Contact person for scientific queries
Name 62548 0
Dr Narelle Eather
Address 62548 0
The University of Newcastle
HPE University Dr
Callaghan NSW 2308
Country 62548 0
Australia
Phone 62548 0
+61249216232
Fax 62548 0
na
Email 62548 0
[email protected]

No information has been provided regarding IPD availability


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No Supporting Document Provided



Results publications and other study-related documents

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