Trial reportPloS one2026
Effects of a school-based ACT program on motivation, physical activity participation, motor competence, and physical performance in physically inactive female adolescent students.
Trial report in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Adolescents face internal barriers like low self-confidence and psychological discomfort that limit physical activity. Adolescence offers a key window to enhance intrinsic motivation. Acceptance and Commitment Therapy (ACT) may effectively improve physical activity and motor competence through psychological flexibility and value-based behavior. This study examined the effects of an ACT-based intervention on physical activity participation, motivation, motor competence, and physical fitness in physically inactive adolescent girls. A randomized controlled trial involved 132 inactive girls aged 13-18, randomly assigned to either an ACT intervention or a control group. Intervention included seven sessions targeting six core ACT processes. Pre-and post-intervention assessments used standardized questionnaires and tests for physical activity participation, motivation, physical activity, motor competence, and fitness. ACT group showed significant improvements in intrinsic motivation, identified regulation, autonomy, and reduced amotivation and external regulation (p ≤ 0.05). Introjected regulation did not show a significant change (p > 0.05). Physical activity participation and fitness performance also improved significantly, along with both perceived and actual motor competence (p ≤ 0.05). ACT-based intervention effectively enhanced motivation, physical activity engagement, motor competence, and fitness. These findings support integrating ACT into school or community programs to promote sustainable physical activity habits in adolescent girls.
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