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  • Author: Michael Noetel x
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Angus A. Leahy, Narelle Eather, Jordan J. Smith, Charles H. Hillman, Philip J. Morgan, Ronald C. Plotnikoff, Michael Nilsson, Sarah A. Costigan, Michael Noetel and David R. Lubans

Purpose: This study was designed to assess the feasibility and preliminary efficacy of a teacher-facilitated high-intensity interval training intervention for older adolescents (ie, 16–18 y). Methods: Two secondary schools from New South Wales, Australia were recruited, and participants (ie, grade 11 students; 16.2 [0.4] y) were randomized at the school level to the Burn 2 Learn intervention (n = 38), or a wait-list control group (n = 30). Teachers were trained to facilitate the delivery of the novel high-intensity interval training program, which involved 3 sessions per week (∼12–20 min) for 14 weeks. A range of process measures were used to assess intervention feasibility (ie, recruitment, retention, attendance, and program satisfaction). Primary (cardiorespiratory fitness, determined using the progressive aerobic cardiovascular endurance run shuttle run test) and secondary outcomes were assessed at baseline and posttest (14-wk). Results: Sixty-eight grade 11 students were recruited at baseline (85% of target sample), 61 participants completed posttest assessments (90% retention) and on average, participants performed 1.9 sessions per week. Overall, teachers (4.0/5) and students (4.0/5) were satisfied with the Burn 2 Learn program. Group by time effects were observed for cardiorespiratory fitness (8.9 laps; 95% confidence intervals, 1.7–16.2) and a selection of secondary outcomes. Conclusion: This study provides evidence for the feasibility and preliminary efficacy of a teacher-facilitated high-intensity interval training intervention for older adolescents.

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Narelle Eather, Mark R. Beauchamp, Ryan E. Rhodes, Thierno M.O. Diallo, Jordan J. Smith, Mary E. Jung, Ronald C. Plotnikoff, Michael Noetel, Nigel Harris, Emily Graham and David R. Lubans

This study involved the design and evaluation of the High-Intensity Interval Training Self-Efficacy Questionnaire (HIIT-SQ). Phase 1: Questionnaire items were developed. Phase 2: Australian adolescents (N = 389, 16.0 ± 0.4 years, 41.10% female) completed the HIIT-SQ, and factorial validity of the measurement model was explored. Phase 3: Adolescents (N = 100, age 12–14 years, 44% female) completed the HIIT-SQ twice (1 week apart) to evaluate test–retest reliability. Confirmatory factor analysis of the final six items (mean = 3.43–6.73, SD = 0.99–25.30) revealed adequate fit, χ2(21) = 21, p = .01, comparative fit index = .99, Tucker–Lewis index = .99, root mean square of approximation = .07, 90% confidence interval [.04, .11]. Factor loading estimates showed that all items were highly related to the factor (estimates range: 0.81–0.90). Intraclass coefficients and typical error values were .99 (95% confidence interval [.99, 1.00]) and .22, respectively. This study provides preliminary evidence for the validity and reliability of scores derived from the HIIT-SQ in adolescents.