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Updated: Aug 19, 2025
Visualization of Intensity Levels to Reduce the Gap Between Self-Reported and Directly Measured Physical Activity
Published on: March 7, 2019
Using a design-based research approach to develop a technology-supported physical education course to increase the
Kuston Sultoni1,2, Louisa R Peralta1, Wayne Cotton1
1Sydney School of Education and Social Works, Faculty of Arts and Social Science, The University of Sydney, Sydney, New South Wales, Australia.
Background:
Promoting physical activity (PA) for university students is essential as PA levels decrease during the transition from secondary to higher education. Providing technology-supported university courses targeting students' PA levels may be a viable option to combat the problem. However, it is still unclear how and what technologies should be implemented in university courses to promote PA. This study aims to create a series of design principles for technology-supported physical education courses that aim to increase university students' PA knowledge, motivation and levels.
Method:
The proposed methodology underpinning the research program is a seven-phase design-based research (DBR) approach, with the seven phases encompassed in four sequential studies. These four studies are a systematic review, a qualitative focus group study, a pilot study, and a randomised controlled trial (RCT) study. The protocol paper aims to detail the plan for conducting the four studies in a comprehensive and transparent manner, thus contributing to the methodological evidence base in this field.
Discussion:
Design principles generated from this project will contribute to the growing evidence focusing on effective design and implementation features. Future practitioners can also use these to develop physical education courses that aim to promote university students' physical activity levels, knowledge, and motivation.
Trial Registration:
The RCT registry number: ACTRN12622000712707, 18/05/2022.
