School Intervention to Promote Physical Activity and Reduce the Sedentary Time of Low-income Children Aged 6-13 Years
NCT ID: NCT03983447
Last Updated: 2019-06-12
Study Results
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Basic Information
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COMPLETED
NA
350 participants
INTERVENTIONAL
2016-11-01
2019-05-31
Brief Summary
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This study has many goals: 1) to propose an intervention to promote PA (Physical Activity) and reduce ST (Sedentary Time) of children aged 6 to 13 years from a primary school located in a disadvantaged neighbourhood and measures the effectiveness of this intervention (1rst grade-5th grade). This intervention was based on the factors of socio-ecological model related to health behaviours. The levels of PA and ST of the experimental school will be compared to a control school with the realization of pre and post intervention measures. 2) To study the relationships between PA, ST, motors skills, attentional abilities and academic achievement. 3)To realise a descriptive analysis of PA and ST of children in 2nd and 5th grade from France and Spain (observational study). For this goal, an other school in Spain was included in the study (city of Huesca, 60 children).
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Detailed Description
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A recent project named "Capas-Cité", created in 2012 in Tarbes (France) and in Zaragoza (Spain) realize PA programs and promotion actions that have a beneficial impact on health. These two similar cities have been selected for their geographical proximity and their similarity. These programs are included in research work carried out by the University of Tarbes and the University of Zaragoza that focus on the promotion of PA. "Capas-Cité" project aims to improve the health of disadvantaged population.
The two primary schools (School A and School B) located in the disadvantaged neighbourhood of Tarbes were contacted to participate in the study. Both schools include children from grade 1 (6 years old) to grade 5 (10 years old). They have never benefited from intervention programs on the field of PA and agreed to participate in the project.
During the academic year 2016/2017, baseline assessments were carried out in the two French schools: measures of PA, ST, motors skills, attentional abilities and academic achievement. These assessments were performed in November/December 2016 (First Time - T1) and May/June 2017 (Second time - T2). The measures of attentional abilities involve only children in 2nd, 3th and 4th grade. Children in both schools had to have parental permission to participate in PA, ST and attentional abilities measurements. Motor skills were assessed for all the children at school and their academic achievement were collected.
During the academic school year 2017/2018, School A benefited of an intervention to increase PA and reduce ST. This intervention program involves all the children from grade 1 to grade 5 without parental permission. Families are not required to contribute financially participation in this project. During this intervention year, the same periods of assessment as those carried at baseline were repeated in November/December 2017 (T3) and May/June 2018 (T4). These repeated assessment time provide a first overview of the efficiency of the intervention. The school B has the intervention program during the school year 2018/2019.
Accelerometers were used to measure PA and ST. Accelerometry is a reliable and valid objective to measure PA and ST. Children should wear the accelerometer on the right side of the hip, adjusted with an elastic belt.
In Spain, only observational measures were realised. . A total of 179 children have worn accelerometers for a week. PA and ST were analysed for week end days on one hand and on the other hand according to different periods of time for weekdays: the time before school, lunch, after school and at night.54.97% of the children complied with the MVPA guidelines all days of the week. MVPA represented 67.70±17.83 min.day-1 and ST was 606.14±37.39 min.day-1 for the total sample.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
During the academic school year 2017/2018, a school-based intervention to increase PA and reduce ST was realised in School A (measure in November 2017 and May/June 2018). Finally, during the academic school year 2018/2019, a school-based intervention to increase PA and reduce ST was realised in School B (measure only in May/June 2019).
PREVENTION
SINGLE
Study Groups
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School-based intervention to promote Physical Activity (PA)
This intervention included :
1. Physical (Environmental) adaptation of playground
2. Time adaptation of lunch breaks
3. Curriculum-based program of children
4. Workshops and newsletters for parents
5. Meetings for teachers
School-based intervention to promote PA and reduce ST
This intervention was realized with all the children (1st grade-5th grade) and involved :
1. Physical (Environmental) adaptation of playgrounds
2. Time adaptation of lunch breaks
3. Curriculum-based program for children
4. Workshops and newsletters for parents
5. Meetings for teachers
Control
Nothing has changed in the school.
No interventions assigned to this group
Interventions
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School-based intervention to promote PA and reduce ST
This intervention was realized with all the children (1st grade-5th grade) and involved :
1. Physical (Environmental) adaptation of playgrounds
2. Time adaptation of lunch breaks
3. Curriculum-based program for children
4. Workshops and newsletters for parents
5. Meetings for teachers
Eligibility Criteria
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Inclusion Criteria
Exclusion Criteria
5 Years
13 Years
ALL
Yes
Sponsors
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University of Pau and Pays de l'Adour
OTHER
Responsible Party
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References
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Aibar A, Bois JE, Generelo E, Zaragoza Casterad J, Paillard T. A cross-cultural study of adolescents' physical activity levels in France and Spain. Eur J Sport Sci. 2013;13(5):551-8. doi: 10.1080/17461391.2012.746733. Epub 2012 Nov 23.
Kriemler S, Meyer U, Martin E, van Sluijs EM, Andersen LB, Martin BW. Effect of school-based interventions on physical activity and fitness in children and adolescents: a review of reviews and systematic update. Br J Sports Med. 2011 Sep;45(11):923-30. doi: 10.1136/bjsports-2011-090186.
Hartmann T, Zahner L, Puhse U, Puder JJ, Kriemler S. Effects of a school-based physical activity program on physical and psychosocial quality of life in elementary school children: a cluster-randomized trial. Pediatr Exerc Sci. 2010 Nov;22(4):511-22. doi: 10.1123/pes.22.4.511.
Rhodes RE, Janssen I, Bredin SSD, Warburton DER, Bauman A. Physical activity: Health impact, prevalence, correlates and interventions. Psychol Health. 2017 Aug;32(8):942-975. doi: 10.1080/08870446.2017.1325486. Epub 2017 May 30.
Scudder MR, Lambourne K, Drollette ES, Herrmann SD, Washburn RA, Donnelly JE, Hillman CH. Aerobic capacity and cognitive control in elementary school-age children. Med Sci Sports Exerc. 2014;46(5):1025-35. doi: 10.1249/MSS.0000000000000199.
Khan NA, Hillman CH. The relation of childhood physical activity and aerobic fitness to brain function and cognition: a review. Pediatr Exerc Sci. 2014 May;26(2):138-46. doi: 10.1123/pes.2013-0125. Epub 2014 Apr 10.
Bernal CMM, Lhuisset L, Fabre N, Bois J. School-Based Multicomponent Intervention to Promote Physical Activity and Reduce Sedentary Time of Disadvantaged Children Aged 6-10 Years: Protocol for a Randomized Controlled Trial. JMIR Res Protoc. 2020 Sep 23;9(9):e17815. doi: 10.2196/17815.
Other Identifiers
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UPPA (University of Pau)
Identifier Type: -
Identifier Source: org_study_id
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