***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: OBJECTIVES The purpose of this study was to examine the use of home exercise equipment in the form of exergame cycling compared to a stationary recumbent bicycle ergometer in front of TV in the home over 3 months among parents of an intervention with their inactive children . The primary outcome was bike use ( total weekly duration ) . Predictors of bike use in the form of theory of planned behavior and self-determination theory were also examined . DESIGN R and omized controlled trial . METHOD Sixty eight parents of children aged 10 - 14 were r and omized to either the exergame condition ( n=36 ) or the st and ard bike condition ( n=32 ) . Weekly bike use was recorded in a log-book . RESULTS The exergame bike and a st and ard bike in front of a TV had similar use across three months ( p=.13 , ηp2=.02 ) , which declined over time ( p<.01 , ηp2=.14 ) . Parents who were active at baseline and had the intention to use the bikes were more likely to use the bikes ( p<.05 ) . Furthermore , those who reported higher perceived control , intrinsic motivation , and affective attitude were more likely to use the bikes ( p<.05 ) . CONCLUSIONS The findings suggested that irrespective of modality , use of exercise equipment declined considerably for parents over three-months . Parents may also benefit from family physical activity interventions , but it depends on their physical activity status , how much they would enjoy using the equipment , and their overall perceived control over being physically active . TRIAL REGISTRATION clinical trials.gov # NCT01373762 . Registered 1 June 2011 The current study review s processes of teaching-learning based on creativity , with the application by teachers of several strategies to support the need for autonomy , competence , and relatedness . The aim is to learn the effect of pupil ’s gender on their motivational level and the psychological consequences that might arise in the cognitive , affective , and behavioural domains . A quasi-experimental study was carried out at four schools in Mexico , with 12 physical education teachers and 40 natural groups of pupils aged between 11 and 17 ( M = 13.17 ) . The groups were r and omly assigned to either an experimental group ( 24 groups , 447 pupils ) or a control group ( 16 groups , 474 pupils ) . A prior training programme was carried out with the teachers in the experimental group to enable them to support the psychological need for autonomy , competence , and relatedness . Initial and final measurements were taken in both groups , and the results revealed that independently of the programme used , girls showed higher motivation and positive psychological consequences in the teaching of dance compared to the male participants . In conclusion , it is important to continue with research and set a methodology that addresses those differences , dedicating the necessary time and treatment to resolve their questions and necessities Background Overweight and obesity among adolescents may have consequences , with potentially lasting effects on health and health-related quality of life ( HRQoL ) . Excess weight is also associated with decreases in physical activity and cardiorespiratory fitness . The aim of the current study was to investigate the short-term effects of a 12-week Internet intervention in a primary care setting intended to increase cardiorespiratory fitness and HRQoL among overweight and obese adolescents . Methods In this controlled trial , participants ( 13–15 years ) were non-r and omly allocated to an intervention- or a control group . The intervention group received 12-weeks access to an online program providing tailored physical activity counseling based on principles from Self-determination Theory and Motivational Interviewing . The control group received st and ard follow-up by the school nurses . The primary outcome measure of cardiorespiratory fitness was determined using a shuttle run test . The secondary outcomes : HRQoL , leisure time exercise , body image and self-determined motivation for physical activity and exercise , were assessed by self-report measures . Age- and gender-adjusted body mass index ( BMI ) was calculated based on measurements of height and weight . To compare pre-to post intervention differences within groups , a paired sample s t-test was used while crude differences between groups were analyzed with an independent sample s t-test . Results Of the 120 participants , 108 completed the study , 75 in the intervention group and 33 in the control group . Exposure to the intervention had a small effect on cardiorespiratory fitness ( 0.14 ; 95 % CI [ 0.01;0.28 ] ; P = 0.04 ) , and a moderate effect on HRQoL ( 5.22 ; 95 % CI [ 0.90 ; 9.53 ] ; P = 0.02 ) . Moreover , the control group increased significantly in BMI , yielding a moderate preventive effect on BMI ( −0.39 ; 95 % CI [ −0.74;−0.03 ] ; P = 0.03 ) for the intervention group . Conclusion The results suggest that the Internet intervention with tailored physical activity counseling can have beneficial short-term effect on cardiorespiratory fitness , HRQoL and BMI among adolescents with overweight and obesity . Trial Registration Clinical Trials.gov OBJECTIVE Physical education ( PE ) programs aim to promote  physical activity ( PA ) and reach most school-aged youth . However , PA levels within PE lessons are often low . In this cluster-r and omized controlled trial , we examined the effects of three self-determination theory-based motivational strategies on PA and sedentary behavior , as well as their hypothesized antecedents during PE lessons . METHODS Data were collected in Sydney , Australia ( October-December 2011 ) . After baseline testing , teachers ( n=16 ) and their classes ( n=288 students ; M=13.6 years , 50.4 % male ) were r and omly assigned to one of four teaching strategy conditions : ( 1 ) explaining relevance ; ( 2 ) providing choice ; ( 3 ) complete free choice ; or ( 4 ) usual practice . Teachers then delivered the assigned strategy . Primary outcomes were accelerometer-assessed PA and student motivation during lessons . Secondary outcomes included sedentary behavior , perceptions of teachers ' support and psychological needs satisfaction . RESULTS The ' free choice ' intervention increased PA ( p<.05 ) . ' Providing choice ' and ' free choice ' interventions decreased sedentary behavior ( p<.05 ) . The interventions did not influence motivation , but students ' autonomy increased during both choice-based interventions ( p<.05 ) . CONCLUSIONS Promoting choice can produce short-term increases in PA and decreases in sedentary behavior , as well as increased perceived autonomy during PE lessons BACKGROUND In this study , we examined the development of children 's moderate to vigorous physical activity ( MVPA ) and physical education ( PE ) enjoyment through the Physical Activity as Civil Skill Program 2012 - 2014 . METHODS Participants were 661 ( 265 intervention , 396 control ) elementary school children in central and northeast Finl and . The program was implemented across 2 years with 3 measurement phases using self-reported MVPA and PE enjoyment , and accelerometer-determined  MVPA  of a r and om sub sample ( N = 76 ) . RESULTS The proportion of children meeting the current MVPA guidelines declined from 38 % to 22 % ( intervention ) and 14 % to 9 % ( control ) , whereas PE enjoyment was stable in both groups . Boys were more physically active than girls only within control group children . Teachers ' feedback indicated that violence and bullying among intervention students reduced during the program , which can be considered as an additional benefit . CONCLUSIONS It may be that both  MVPA  and  PE  enjoyment may require more tailored actions to be increased across a long-term program . It is important to ensure that school-based physical activity programs , especially including transition from elementary to middle school level , provide all children positive experiences , and thus , may improve their motivation , and  MVPA  participation during school days and leisure time Background The minimal effect of interventions to date on increasing young adolescent girls ’ physical activity ( PA ) may be due to inadequate underst and ing of the mechanisms underlying behavior change , yet sparse research testing a PA intervention has examined the capacity of theories to explain PA , particularly when using objective measures . Objectives The aim of the study was to examine whether constructs from the health promotion model and self-determination theory mediated changes in moderate-to-vigorous physical activity ( MVPA ) following a 17-week intervention . Methods The study was a secondary analysis of data from a group r and omized trial , including 12 intervention and 12 control schools in the Midwestern United States . Data were collected in 2012–2016 . Girls ( fifth- to eighth- grade , N = 1,519 ) completed surveys on  perceived benefits and enjoyment of PA , PA self-efficacy , social support and motivation for PA , and barriers to PA and wore accelerometers . Results The final path model had a good fit : χ2(4 ) = 2.48 , p = .648 ; goodness-of-fit index = 1 ; comparative fit index = 1 ; root-mean-square error of approximation = 0 ; st and ardized root-mean-square residual = 0.01 . For MVPA change from baseline to postintervention , enjoyment ( B = 24.48 , p < .001 ) and social support ( B = 30.48 , p < .001 ) had a positive direct effect , whereas the intervention had a positive indirect effect through enjoyment and social support ( B = 9.13 , p < .001 ) . Enjoyment ( B = −13.83 , p < .001 ) and social support ( B = −17.22 , p < .001 ) had a negative indirect effect on MVPA change from postintervention to follow-up . Discussion Enjoyment of PA and social support for PA may be important mediators of  PA in young adolescent girls and warrant consideration when design ing interventions Objective Quality physical education ( PE ) is the cornerstone of comprehensive school physical activity ( PA ) promotion programmes . We tested the efficacy of a teacher professional learning intervention , delivered partially via the internet , design ed to maximise opportunities for students to be active during PE lessons and enhance adolescents ’ motivation towards PE and PA . Methods A two-arm cluster r and omised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney , Australia .  The Activity and Motivation in Physical Education ( AMPED ) intervention for secondary school PE teachers  included workshops , online learning , implementation tasks and mentoring sessions . The primary outcome was the proportion of PE lesson time that students spent in  moderate-to-vigorous physical activity ( MVPA ) , measured by accelerometers at baseline , postintervention ( 7–8 months after baseline ) and maintenance ( 14–15 months ) . Secondary outcomes included observed PE teachers ’ behaviour during lessons , students ’ leisure-time PA and students ’ motivation . Results Students ( n=1421 ) from 14 schools completed baseline assessment s and were included in linear mixed model analyses . The intervention had positive effects on students ’ MVPA during lessons . At postintervention , the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58 % ( p<0.001 , approximately 4 min/lesson ) . During the maintenance phase , this effect was 2.64 % ( p<0.001 , approximately 2 min/lesson ) . The intervention had positive effects on teachers ’ behaviour , but did not impact students ’ motivation . Conclusions AMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face . Online teacher training could help facilitate widespread dissemination of professional learning interventions . Trial registration number ACTRN12614000184673 
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Conclusions : this systematic review showed the importance of motivational processes for the performance of physical activity and sport as a precursor of psychosocial changes and highlights the importance of strategies and the temporal nature of studies to maintain significant changes over time .
Likewise , the study shows the future trend of motivational interventions , highlighting the female gender as participants of special interest , and changing the methodology through web-based interventions and active breaks or mental breaks during traditional subject classes