ArticlePsychology of sport and exercise2016
Using self-determination theory to promote adolescent girls' physical activity: Exploring the theoretical fidelity of the Bristol Girls Dance Project.
Article in Psychology of sport and exercise, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 3 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
16 citing papers in PubMed, 3 syntheses or guidelines pooled it, 51 citations in OpenAlex.
- School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18.The Cochrane database of systematic reviews · 2021Pooled it
- A systematic review of the use and reporting of evaluation frameworks within evaluations of physical activity interventions.The international journal of behavioral nutrition and physical activity · 2020Pooled it
- A developmental cascade perspective of paediatric obesity: A systematic review of preventive interventions from infancy through late adolescence.Obesity reviews : an official journal of the International Association for the Study of Obesity · 2020Pooled it
- Trial
- Process evaluation of the Bristol girls dance project.BMC public health · 2016Trial
- The impact of social support on exercise persistence in adolescents: the mediating effect of exercise self-efficacy and autonomic motivation.BMC public health · 2026Article
- A process evaluation of the walking in ScHools (WISH) study using the RE-AIM framework.BMC public health · 2025Article
- Self-Determined Regulation, Achievement Goals and Sport Commitment in Spanish Masters Swimmers.Behavioral sciences (Basel, Switzerland) · 2023Article
- Teen reactions to a self-representational avatar: A qualitative exploration.Journal of sport and health science · 2022Article
- Evaluating Digital Program Support for the Physical Activity 4 Everyone (PA4E1) School Program: Mixed Methods Study.JMIR pediatrics and parenting · 2021Article
- Autonomy is not but competence and relatedness are associated with physical activity among colorectal cancer survivors.Supportive care in cancer : official journal of the Multinational Association of Supportive Care in Cancer · 2021Article
- Promoting water consumption among Dutch children: an evaluation of the social network intervention Share HBMC public health · 2021Article
- A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach.International journal of environmental research and public health · 2020Article
- A process evaluation of the PLAN-A intervention (Peer-Led physical Activity iNtervention for Adolescent girls).BMC public health · 2019Article
- Using Self-Determination Theory to Examine Musical Participation and Well-Being.Frontiers in psychology · 2019Article
- The Effect of a School-Based Intervention on Physical Activity and Well-Being: a Non-Randomised Controlled Trial with Children of Low Socio-Economic Status.Sports medicine - open · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors at 2 institutions in 1 country.
Funding
Abstract
objectivesTo report the theory-based process evaluation of the Bristol Girls' Dance Project, a cluster-randomised controlled trial to increase adolescent girls' physical activity.
designA mixed-method process evaluation of the intervention's self-determination theory components comprising lesson observations, post-intervention interviews and focus groups.
methodFour intervention dance lessons per dance instructor were observed, audio recorded and rated to estimate the use of need-supportive teaching strategies. Intervention participants (n = 281) reported their dance instructors' provision of autonomy-support. Semi-structured interviews with the dance instructors (n = 10) explored fidelity to the theory and focus groups were conducted with participants (n = 59) in each school to explore their receipt of the intervention and views on the dance instructors' motivating style.
resultsAlthough instructors accepted the theory-based approach, intervention fidelity was variable. Relatedness support was the most commonly observed need-supportive teaching behaviour, provision of structure was moderate and autonomy-support was comparatively low. The qualitative findings identified how instructors supported competence and developed trusting relationships with participants. Fidelity was challenged where autonomy provision was limited to option choices rather than input into the pace or direction of lessons and where controlling teaching styles were adopted, often to manage disruptive behaviour.
conclusionThe successes and challenges to achieving theoretical fidelity in the Bristol Girls' Dance Project may help explain the intervention effects and can more broadly inform the design of theory-based complex interventions aimed at increasing young people's physical activity in after-school settings.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.