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Combining HIIT, open scenarios, and health recommendations: Implementation of the OBLOMOV method in Belgium

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Academic year: 2021

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Combining HIIT, open scenarios, and health recommendations: Implementation of the  OBLOMOV method in Belgium  Nicolas Franck, Maurine Remacle, Alexandre Mouton, Marc Cloes  Department of Sport and Rehabilitation Sciences, University of Liège, Belgium    The originality of the OBLOMOV method is based on the integration of short periods of High  Intensity Intermittent Training (HIIT) in theatre open scenarios to motivate inactive youths to  involve themselves in physical activities. The foundations of this approach refer to the  motivational power of playful situations and the imaginary of the pre‐adolescents.   A unit of 10 lessons has been elaborated for a pre‐teens public. The first 7 immerse  participants into stories using cultural references (National Geographic, Eurosport, 24h  Chrono, Koh‐Lanta, Ninja Warrior, Fort Boyard, The Simpsons). The 8th lesson allows the 

youths to choose the activity that they preferred. During the 9th and 10th, they are invited to 

develop their own scenario and prepare a video to be presented to their parents. During  each lesson, 10 HIIT are proposed. The duration of the activities’ intervals increases  progressively from 20 to 45 seconds. One specific health message is integrated in each  lesson with the aim to be transferred into real life (hydration, physical activity  recommendations, stress management, nutrition, back ergonomics, sleep, sedentariness).  Four PE teachers attended a 2‐day preparation seminar aiming to prepare them to  implement the unit in their school. They were trained to use the material developed  according to the specific context of their schools. A part of the seminar was focused on the  preparation of video clips.    Pre‐ and post‐session interviews have been conducted to determine how the teachers  experienced the seminar. In parallel, participant observation permitted to analyze the  teachers’ behaviors during the seminar and to collect qualitative data about the interactions  between all actors involved in the project (process analysis).    

During the implementation of the project in five classes of 5th and 6th grades (pupils of 11‐13 

year‐old), data collection was focused on teachers’ and pupils’ behaviors and perceptions.   

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