Fig 1.
Description of the content of each module and the progression through the various stages of behaviour change. Panel A: Individual goal setting (daily steps goals and missions) started in module 2. Panel B: Mapping of each module content with behavioural change techniques. Panel C: mapping with the Australian physical literacy framework. Each square represents an activity which is colour coded to show mapping with the framework. Panel D: mapping of all activities within each module across the program. Each activity is coded as per the legend.
Fig 2.
Design of the iEngage app interface and overview of the user experience. The iEngage kit including a tablet, a Misfit Ray activity tracker, earphones and a booklet (A). The digital environment supporting the diverse activities (B to H) included a welcome screen displaying learning objectives (B), health education, quiz and badges reward (C), synchronisation with trackers (D), self-assessment and goals setting (E) that included visuals of daily steps and time spent in MVPA, experiential learning (F), goals setting and mission (G) and the iEngage journey mapping showing progress toward the iEngage secret message (H).
Table 1.
Participants’ age, physical measures and physical fitness (G: Girls, B: Boys).
Fig 3.
Panel A: average daily steps goals set by adolescents over the course of the program for each module. Goals increased from module 2 to module 10 (Wilks’ Lambda F(8,17) = 91.1, P<0.001). There was a significant gender effect (F(1, 24) = 4.46, P<0.05) with boys aiming for higher daily steps goals. Panel B: proportion of adolescents choosing a given step goal for each module. Note: From M6, goals also included a minimum amount of MVPA (10,000 steps and at least 15 min MVPA, 11,000 steps and at least 15 min MVPA, 12,000 steps and at least 30 min MVPA). All: all participants (n = 57), B: boys (n = 28), G: girls (n = 29).
Fig 4.
Daily steps reported by the adolescents in each module. The step value reported for each module is the average of daily steps performed during the 2 or 3 previous days (between 2 modules). Panel A: averaged daily steps goals and achievements reported by adolescents in the app as part of each module’s self-monitoring activities. Panel B: proportion of days on which individual step goals were achieved (based on self-report of step data). Panel C: % of days on which 11,000 steps/d were achieved calculated from self-reported step data. **: P<0.01, Chi Square test. Compared to predicted form M2 (30% Yes and 70% No). All: all participants (n = 57), B: boys (n = 28), G: girls (n = 29).
Fig 5.
Self-assessment of achievements.
Self-assessment of individual step goals achievements (A) and completion of missions (B) during the program (Inc: incomplete, no answer to the question). Results are expressed as percentage of participants. There was no significant difference between boys’ and girls’ report of achievements based on individual goals. All: all participants (n = 57), B: boys (n = 28), G: girls (n = 29).
Fig 6.
Objective PA data extracted from the Misfit trackers integrated in the platform or GENEactiv acidity trackers.
Panel A: daily steps in all students, girls and boys, during the 5 weeks of the iEngage program. Panel B: consistency (%) of daily steps displaying at least 11,000 steps) over the course of the program. Panel C: hourly average of physical activity per intensity category (SED, light and MVPA) measure by GENEactiv trackers pre and post program from 8am to 8pm. This shows patterns of PA before and after the iEngage program during a school day. All: all participants (n = 57), B: boys (n = 28), G: girls (n = 29).
Table 2.
Physical activity assessed via physical activity questionnaire (PAQ), daily steps via wrist step tracker Misfit and moderate to vigorous physical activity (MVPA) assessed using GENEactiv wrist accelerometer.