scholarly journals Improving Physical Activity Levels in Prevocational Students by Student Participation: Protocol for a Cluster Randomized Controlled Trial (SALVO study) (Preprint)

10.2196/28273 ◽  
2021 ◽  
Author(s):  
Huib Van de Kop ◽  
Huub Toussaint ◽  
Mirka Janssen ◽  
Vincent Busch ◽  
Arnoud Verhoeff
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Student Participation ◽  
Cluster Randomized Controlled Trial ◽  
Activity Levels ◽  
Randomized Controlled ◽  
Physical Activity Levels ◽  
Cluster Randomized

scholarly journals Impact of the “Thinking while Moving in English” intervention on primary school children’s physical activity and academic outcomes: A cluster randomized controlled trial

2020 ◽  
Author(s):  
Myrto F Mavilidi ◽  
David R Lubans ◽  
Andrew Miller ◽  
Narelle Eather ◽  
Philip J Morgan ◽  
...  
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Academic Outcomes ◽  
Controlled Trial ◽  
Activity Levels ◽  
Randomized Controlled ◽  
Task Behavior ◽  
Physical Activity Levels ◽  
On Task Behavior ◽  
Cluster Randomized

Abstract Background: The majority of children internationally are not sufficiently active. Integrating physical activity into academic lesson time may not only help increase children’s activity levels but also improve learning. The aim of this study was to assess the impact of a classroom-based physical activity intervention on primary school students’ physical activity levels and academic outcomes (i.e., on-task behavior, literacy and executive function skills). Methods: This cluster randomized controlled trial included students ( N = 283) from nine primary schools located in New South Wales, Australia. Schools were allocated to a control (n = 5 schools) or Thinking while Moving in English (TWM-E) (n = 4 schools) conditions. Teachers received professional learning (i.e. one day workshop), resources (e.g. drill ladders, lettered bean bags), and mentoring from the research team. Teachers in the TWM-E condition delivered three 40-min physically active English lessons per week for six weeks, whereas the control condition continued with the usual lessons. For both conditions, assessments occurred at baseline and post-test (six weeks). Children wore accelerometers on their wrists (Axivity) for one week during school time to measure their intensity of physical activity intensity (primary outcome). On-task behavior was assessed using a momentary time sampling procedure and expressed as a percentage of lesson time. Standardized tests were used to assess literacy skills (i.e., spelling, grammar and punctuation) and executive functioning (i.e, inhibition and task shifting). Results: No significant group differences were observed for physical activity outcomes, spelling or executive functions. Compared to the control group, the TWM-E group displayed improved on-task behavior (adjusted mean difference = 18.1% of lesson time, 95% CI [10.12 to 26.02], p < .001, d = 0.53), and improved grammar and punctuation scores (adjusted mean difference = 3.0, 95% CI [ 0.7 to 5.4], p = 0.018, d = 0.16). Conclusions: Despite minimal effect on overall physical activity levels, active lessons have important benefits for students’ on-task behavior and literacy.

A Physical Activity Intervention for Brazilian Students From Low Human Development Index Areas: A Cluster-Randomized Controlled Trial

2016 ◽  
Vol 13 (11) ◽  
pp. 1174-1182 ◽  
Author(s):  
Valter C. Barbosa Filho ◽  
Kelly Samara da Silva ◽  
Jorge Mota ◽  
Carmem Beck ◽  
Adair da Silva Lopes
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Human Development ◽  
Effect Size ◽  
Human Development Index ◽  
Controlled Trial ◽  
Cluster Randomized Controlled Trial ◽  
Development Index ◽  
Randomized Controlled ◽  
Cluster Randomized

Background:Promoting physical activity (PA) in low- and middle-income countries is an important public health topic as well as a challenge for practice. This study aimed to assess the effect of a school-based intervention on different PA-related variables among students.Methods:This cluster-randomized-controlled trial included 548 students in the intervention group and 537 in the control group (11–18 years-old) from 6 schools in neighborhoods with low Human Development Index (0.170–0.491) in Fortaleza, Brazil. The intervention included strategies focused on training teachers, opportunities for PA in the school environment and health education. Variables measured at baseline and again at the 4-months follow-up included the weekly time in different types of moderate-to-vigorous PA (MVPA), preference for PA during leisure-time, PA behavioral change stage and active commuting to school. Generalized linear models and binary logistic regressions were used.Results:An intervention effect was found by increasing the weekly time in MVPA (effect size = 0.17), popular games (effect size = 0.35), and the amount of PA per week (effect size = 0.27) among students (all P < .05).Conclusions:The intervention was effective in promoting improvements in some PA outcomes, but the changes were not sufficient to increase the proportion of those meeting PA recommendations.

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