Trial Outcomes & Findings for Developing and Testing an Implementation Strategy for Active Learning to Promote Physical Activity in Children (NCT NCT05048433)
NCT ID: NCT05048433
Last Updated: 2026-01-14
Results Overview
The Acceptability of Implementation Measure (AIM) total score is from 1 to 5, with higher scores representing higher levels of acceptability.
Recruitment status
COMPLETED
Study phase
NA
Target enrollment
301 participants
Primary outcome timeframe
Baseline
Results posted on
2026-01-14
Participant Flow
Unit of analysis: School
Participant milestones
| Measure |
Implementation Strategy for Active Learning to Promote Physical Activity
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
Usual Implementation Support
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
|---|---|---|
|
Fall 2023
STARTED
|
136 1
|
133 1
|
|
Fall 2023
Children
|
106 1
|
101 1
|
|
Fall 2023
Teachers
|
30 1
|
32 1
|
|
Fall 2023
COMPLETED
|
136 1
|
133 1
|
|
Fall 2023
NOT COMPLETED
|
0 0
|
0 0
|
|
Spring 2024
STARTED
|
136 1
|
134 1
|
|
Spring 2024
Children
|
106 1
|
101 1
|
|
Spring 2024
Teachers
|
30 1
|
33 1
|
|
Spring 2024
COMPLETED
|
136 1
|
134 1
|
|
Spring 2024
NOT COMPLETED
|
0 0
|
0 0
|
|
Fall 2024
STARTED
|
129 1
|
118 1
|
|
Fall 2024
Children
|
104 1
|
92 1
|
|
Fall 2024
Teachers
|
25 1
|
26 1
|
|
Fall 2024
COMPLETED
|
129 1
|
118 1
|
|
Fall 2024
NOT COMPLETED
|
0 0
|
0 0
|
Reasons for withdrawal
Withdrawal data not reported
Baseline Characteristics
Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for age.
Baseline characteristics by cohort
| Measure |
Implementation Strategy for Active Learning to Promote Physical Activity
n=159 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
Usual Implementation Support
n=142 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
Total
n=301 Participants
Total of all reporting groups
|
|---|---|---|---|
|
Age, Continuous
Children
|
7.6 years
STANDARD_DEVIATION 1.4 • n=123 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for age.
|
7.3 years
STANDARD_DEVIATION 1.5 • n=103 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for age.
|
7.5 years
STANDARD_DEVIATION 1.5 • n=226 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for age.
|
|
Age, Continuous
Teachers
|
35.4 years
STANDARD_DEVIATION 11 • n=35 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for age.
|
41.9 years
STANDARD_DEVIATION 12.6 • n=32 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for age.
|
38.5 years
STANDARD_DEVIATION 12.1 • n=67 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for age.
|
|
Sex: Female, Male
Children · Female
|
57 Participants
n=123 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for sex: Female, Male.
|
54 Participants
n=103 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for sex: Female, Male.
|
111 Participants
n=226 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for sex: Female, Male.
|
|
Sex: Female, Male
Children · Male
|
66 Participants
n=123 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for sex: Female, Male.
|
49 Participants
n=103 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for sex: Female, Male.
|
115 Participants
n=226 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for sex: Female, Male.
|
|
Sex: Female, Male
Teachers · Female
|
31 Participants
n=35 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for sex: Female, Male.
|
23 Participants
n=32 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for sex: Female, Male.
|
54 Participants
n=67 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for sex: Female, Male.
|
|
Sex: Female, Male
Teachers · Male
|
4 Participants
n=35 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for sex: Female, Male.
|
9 Participants
n=32 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for sex: Female, Male.
|
13 Participants
n=67 Participants • Data were not collected from 6 Teacher participants in the Usual implementation support arm because 3 teacher participants did not complete the survey and 3 did not answer this question. Baseline data were not collected for 1 child participant in each arm because the study team was unable to obtain the required information from the school partners. As a result, these participants were not included in the baseline analysis for sex: Female, Male.
|
|
Ethnicity (NIH/OMB)
Children · Hispanic or Latino
|
71 Participants
n=124 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
72 Participants
n=104 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
143 Participants
n=228 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
|
Ethnicity (NIH/OMB)
Children · Not Hispanic or Latino
|
52 Participants
n=124 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
31 Participants
n=104 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
83 Participants
n=228 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
|
Ethnicity (NIH/OMB)
Children · Unknown or Not Reported
|
1 Participants
n=124 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
1 Participants
n=104 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
2 Participants
n=228 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
|
Ethnicity (NIH/OMB)
Teachers · Hispanic or Latino
|
8 Participants
n=35 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
14 Participants
n=38 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
22 Participants
n=73 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
|
Ethnicity (NIH/OMB)
Teachers · Not Hispanic or Latino
|
27 Participants
n=35 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
18 Participants
n=38 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
45 Participants
n=73 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
|
Ethnicity (NIH/OMB)
Teachers · Unknown or Not Reported
|
0 Participants
n=35 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
6 Participants
n=38 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
6 Participants
n=73 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children).
|
|
Race (NIH/OMB)
Children · American Indian or Alaska Native
|
17 Participants
n=124 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
23 Participants
n=104 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
40 Participants
n=228 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Children · Asian
|
1 Participants
n=124 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
3 Participants
n=104 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
4 Participants
n=228 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Children · Native Hawaiian or Other Pacific Islander
|
1 Participants
n=124 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
1 Participants
n=104 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
2 Participants
n=228 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Children · Black or African American
|
41 Participants
n=124 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
30 Participants
n=104 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
71 Participants
n=228 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Children · White
|
63 Participants
n=124 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
46 Participants
n=104 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
109 Participants
n=228 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Children · More than one race
|
0 Participants
n=124 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
0 Participants
n=104 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
0 Participants
n=228 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Children · Unknown or Not Reported
|
1 Participants
n=124 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
1 Participants
n=104 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
2 Participants
n=228 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Teachers · American Indian or Alaska Native
|
1 Participants
n=35 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
3 Participants
n=38 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
4 Participants
n=73 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Teachers · Asian
|
0 Participants
n=35 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
1 Participants
n=38 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
1 Participants
n=73 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Teachers · Native Hawaiian or Other Pacific Islander
|
0 Participants
n=35 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
0 Participants
n=38 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
0 Participants
n=73 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Teachers · Black or African American
|
21 Participants
n=35 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
12 Participants
n=38 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
33 Participants
n=73 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Teachers · White
|
12 Participants
n=35 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
12 Participants
n=38 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
24 Participants
n=73 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Teachers · More than one race
|
1 Participants
n=35 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
4 Participants
n=38 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
5 Participants
n=73 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Race (NIH/OMB)
Teachers · Unknown or Not Reported
|
0 Participants
n=35 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
6 Participants
n=38 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
6 Participants
n=73 Participants • 159 participants (124 children and 35 teachers) were assigned to the Implementation strategy for active learning to promote physical activity arm. 142 participants (38 teachers and 104 children) were assigned to the Usual implementation support arm. The number shown in each group reflect unique participants (both teachers and children)..
|
|
Region of Enrollment
United States
|
159 participants
n=159 Participants
|
142 participants
n=142 Participants
|
301 participants
n=301 Participants
|
|
Student's Lunch Status
Reduced Lunch
|
21 Participants
n=124 Participants • Student's Lunch Status was only measured for the Children (students) participants.
|
9 Participants
n=104 Participants • Student's Lunch Status was only measured for the Children (students) participants.
|
30 Participants
n=228 Participants • Student's Lunch Status was only measured for the Children (students) participants.
|
|
Student's Lunch Status
Free
|
93 Participants
n=124 Participants • Student's Lunch Status was only measured for the Children (students) participants.
|
85 Participants
n=104 Participants • Student's Lunch Status was only measured for the Children (students) participants.
|
178 Participants
n=228 Participants • Student's Lunch Status was only measured for the Children (students) participants.
|
|
Student's Lunch Status
Non-participant
|
9 Participants
n=124 Participants • Student's Lunch Status was only measured for the Children (students) participants.
|
9 Participants
n=104 Participants • Student's Lunch Status was only measured for the Children (students) participants.
|
18 Participants
n=228 Participants • Student's Lunch Status was only measured for the Children (students) participants.
|
|
Student's Lunch Status
Unknown or Not Reported
|
1 Participants
n=124 Participants • Student's Lunch Status was only measured for the Children (students) participants.
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1 Participants
n=104 Participants • Student's Lunch Status was only measured for the Children (students) participants.
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2 Participants
n=228 Participants • Student's Lunch Status was only measured for the Children (students) participants.
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PRIMARY outcome
Timeframe: BaselinePopulation: Data were only collected from Teacher Participants who completed the survey.
The Acceptability of Implementation Measure (AIM) total score is from 1 to 5, with higher scores representing higher levels of acceptability.
Outcome measures
| Measure |
Usual Implementation Support
n=27 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
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Implementation Strategy for Active Learning to Promote Physical Activity
n=29 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
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|---|---|---|
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Acceptability of Active Learning Among Teachers as Assessed by the Acceptability of Implementation Measure (AIM)
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4.3 score on a scale
Standard Deviation 1
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4.7 score on a scale
Standard Deviation 0.4
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PRIMARY outcome
Timeframe: Approximately 7 months after baselinePopulation: Data were only collected from Teacher Participants who completed the survey.
The Acceptability of Implementation Measure (AIM) total score is from 1 to 5, with higher scores representing higher levels of acceptability.
Outcome measures
| Measure |
Usual Implementation Support
n=26 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
Implementation Strategy for Active Learning to Promote Physical Activity
n=30 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
|---|---|---|
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Acceptability of Active Learning Among Teachers as Assessed by the Acceptability of Implementation Measure (AIM)
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4.5 score on a scale
Standard Deviation 0.9
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4.6 score on a scale
Standard Deviation 0.7
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PRIMARY outcome
Timeframe: Approximately 13 months after baselinePopulation: Data were only collected from Teacher Participants who completed the survey.
The Acceptability of Implementation Measure (AIM) total score is from 1 to 5, with higher scores representing higher levels of acceptability.
Outcome measures
| Measure |
Usual Implementation Support
n=19 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
Implementation Strategy for Active Learning to Promote Physical Activity
n=24 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
|---|---|---|
|
Acceptability of Active Learning Among Teachers as Assessed by the Acceptability of Implementation Measure (AIM)
|
4.8 score on a scale
Standard Deviation 0.4
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4.7 score on a scale
Standard Deviation 0.4
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PRIMARY outcome
Timeframe: BaselinePopulation: Data were only collected from Teacher Participants who completed the self-reported implementation log.
Implementation logs will be completed weekly throughout the study and dose of delivery is the number of minutes per day of active learning used.
Outcome measures
| Measure |
Usual Implementation Support
n=23 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
Implementation Strategy for Active Learning to Promote Physical Activity
n=21 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
|---|---|---|
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Implementation Fidelity as Assessed by Self-reported Implementation Logs to Assess Dose of Delivery
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6.8 minutes per day
Standard Deviation 16.7
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6.5 minutes per day
Standard Deviation 8.8
|
PRIMARY outcome
Timeframe: Approximately 7 months after baselinePopulation: Data were only collected from Teacher Participants who completed the self-reported implementation log.
Implementation logs will be completed weekly throughout the study and dose of delivery is the number of minutes per week of active learning used.
Outcome measures
| Measure |
Usual Implementation Support
n=24 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
Implementation Strategy for Active Learning to Promote Physical Activity
n=27 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
|---|---|---|
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Implementation Fidelity as Assessed by Self-reported Implementation Logs to Assess Dose of Delivery
|
12.9 minutes per day
Standard Deviation 16.8
|
13.5 minutes per day
Standard Deviation 17.2
|
PRIMARY outcome
Timeframe: Approximately 13 months after baselinePopulation: Data were only collected from Teacher Participants who completed the self-reported implementation log.
Implementation logs will be completed weekly throughout the study and dose of delivery is the number of minutes per day of active learning used.
Outcome measures
| Measure |
Usual Implementation Support
n=21 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
Implementation Strategy for Active Learning to Promote Physical Activity
n=24 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
|---|---|---|
|
Implementation Fidelity as Assessed by Self-reported Implementation Logs to Assess Dose of Delivery
|
9.7 minutes per day
Standard Deviation 9.7
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9.3 minutes per day
Standard Deviation 19.5
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PRIMARY outcome
Timeframe: BaselinePopulation: Data were only collected from Teacher Participants who completed the Survey.
Dose of delivery is the number of minutes per day of active learning used.
Outcome measures
| Measure |
Usual Implementation Support
n=27 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
Implementation Strategy for Active Learning to Promote Physical Activity
n=29 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
|---|---|---|
|
Implementation Fidelity as Assessed by Teacher Survey of Dose of Delivery
|
8.3 minutes per day
Standard Deviation 9.1
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11.8 minutes per day
Standard Deviation 10.5
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PRIMARY outcome
Timeframe: Approximately 7 months after baselinePopulation: Data were only collected from Teacher Participants who completed the Survey.
Dose of delivery is the number of minutes per day of active learning used.
Outcome measures
| Measure |
Usual Implementation Support
n=27 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
Implementation Strategy for Active Learning to Promote Physical Activity
n=30 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
|---|---|---|
|
Implementation Fidelity as Assessed by Teacher Survey of Dose of Delivery
|
12.8 minutes per day
Standard Deviation 12.6
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16 minutes per day
Standard Deviation 10.9
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PRIMARY outcome
Timeframe: Approximately 13 months after baselinePopulation: Data were only collected from Teacher Participants who completed the Survey.
Dose of delivery is the number of minutes per day of active learning used.
Outcome measures
| Measure |
Usual Implementation Support
n=19 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
Implementation Strategy for Active Learning to Promote Physical Activity
n=24 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
|---|---|---|
|
Implementation Fidelity as Assessed by Teacher Survey of Dose of Delivery
|
14.3 minutes per day
Standard Deviation 12.7
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14.5 minutes per day
Standard Deviation 11.8
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PRIMARY outcome
Timeframe: BaselinePopulation: Data were collected only from participants who wore the ActiGraph GT3X+ accelerometer for sufficient time to meet valid wear-time criteria.
Outcome measures
| Measure |
Usual Implementation Support
n=97 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
Implementation Strategy for Active Learning to Promote Physical Activity
n=100 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
|---|---|---|
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Student Physical Activity as Indicated by Number of Minutes Per Day Spent in Moderate and Vigorous Physical Activity as Assessed by the Actigraph GT3X+ Accelerometer
|
25.1 minutes per day
Standard Deviation 8.9
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26.5 minutes per day
Standard Deviation 11.1
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PRIMARY outcome
Timeframe: Approximately 7 months after baselinePopulation: Data were collected only from participants who wore the ActiGraph GT3X+ accelerometer for sufficient time to meet valid wear-time criteria.
Outcome measures
| Measure |
Usual Implementation Support
n=82 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
Implementation Strategy for Active Learning to Promote Physical Activity
n=84 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
|---|---|---|
|
Student Physical Activity as Indicated by Number of Minutes Per Day Spent in Moderate and Vigorous Physical Activity as Assessed by the Actigraph GT3X+ Accelerometer
|
26.7 minutes per day
Standard Deviation 9.8
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25.2 minutes per day
Standard Deviation 10.3
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PRIMARY outcome
Timeframe: Approximately 13 months after baselinePopulation: Data were collected only from participants who wore the ActiGraph GT3X+ accelerometer for sufficient time to meet valid wear-time criteria.
Outcome measures
| Measure |
Usual Implementation Support
n=88 Participants
Usual implementation support: Usual support consists of the potential to access general resources from the district wellness department. These resources include access to funds to send staff to external trainings and general guidance for how to use active learning approaches.
|
Implementation Strategy for Active Learning to Promote Physical Activity
n=92 Participants
Implementation strategy for active learning to promote physical activity: The experimental arm includes using a multifaceted implementation strategy to support the use of classroom-based physical activity approaches. The strategy consists of a series of leadership trainings designed to help them support teachers, teacher trainings to build skills, and a monthly newsletter to reinforce implementation and provide access to existing resources.
|
|---|---|---|
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Student Physical Activity as Indicated by Number of Minutes Per Day Spent in Moderate and Vigorous Physical Activity as Assessed by the Actigraph GT3X+ Accelerometer
|
26.2 minutes per day
Standard Deviation 8.7
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22.7 minutes per day
Standard Deviation 8.2
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Adverse Events
Implementation Strategy for Active Learning to Promote Physical Activity: Children
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Usual Implementation Support: Children
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Implementation Strategy for Active Learning to Promote Physical Activity: Teachers
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Usual Implementation Support: Teachers
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Serious adverse events
Adverse event data not reported
Other adverse events
Adverse event data not reported
Additional Information
Timothy J Walker, PhD
The University of Texas Health Science Center at Houston
Phone: 713-500-9664
Email: [email protected]
Results disclosure agreements
- Principal investigator is a sponsor employee
- Publication restrictions are in place