ACTIVE SCHOOL - Effects on Academic Performance of Novel Approaches to Increase Physical Activity in School-children

NCT ID: NCT05602948

Last Updated: 2022-11-02

Basic Information

• Recruitment Status: UNKNOWN
• Clinical Phase: NA
• Total Enrollment: 1200 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2021-01-02
• Study Completion Date: 2025-06-30

Brief Summary

The overall aim of ACTIVE SCHOOL is to investigate the effects of two different physical activity (PA) interventions on academic performance (AP), cognition, wellbeing, health and motivation. The two different approaches to PA in schools are based on;

1. 'Embodied cognition' focusing on fine and gross motor PA closely related and highly relevant to the learning task. 'Embodied cognition' builds upon theory suggesting that movement and performing actions leads to the construction of enhanced mental representations e.g. strengthening memory recall. This intervention is called 'MOVE & LEARN'.

2. 'Exercise and cognition theory focusing mainly on gross motor movements (e.g. aerobic exercise) which is not relevant to the learning task and with no temporal connection to the learning task. The assumed positive effects are explained by physiological adaptations leading to changes in cognition, which potentially can affect AP. This intervention is called 'RUN, JUMP & FUN'.

Based on this, the aims of ACTIVE SCHOOL are to develop two types of school-based PA interventions in close collaboration with the participating teachers, students and schools AND to investigate the effects of these two interventions on AP in a large school-based cluster-RCT with an intervention length of one school year.

The ACTIVE SCHOOL study consists of three phases: Phase 1) Development of the intervention, Phase 2) Pilot testing and, Pase 3) A three-armed randomized controlled trial (RCT). Participants will be students in 3rd grade (8-10 years-old) and their teachers/school pedagogues.

The development phase started in August 2021 and is still ongoing. The pilot study will run in September-November 2022 and the RCT from August 2023 to June 2024. In the RCT, schools will be randomly allocated to one of three intervention/control arms: 1) 'MOVE & LEARN', 2) 'RUN, JUMP & FUN' or 3) control. Primary and secondary outcomes will be collected before and after the intervention period to assess the intervention effects. Both the pilot and RCT study has been granted approval by the local ethics committee, and all rules from the Danish Data Protection Agency and GDPR will be followed. The RCT study will follow the Consolidated Standards of Reporting Trials (CONSORT) guidelines for RCT studies.

Conditions

Academic Performance

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: OTHER
• Blinding Strategy: SINGLE

Study Groups

'Run, Jump & Fun' intervention

The "Run, jump \& fun" intervention consists of four 30 minutes sessions per week for one school year. Activities are mostly conducted as whole class activities. Head of schools and teachers/school pedagogues are involved in an initial intervention establishing process, guided by Active School personnel. The aim is to create a local plan for the intervention tailored to the particular school. Examples are "movement band", structured activities during recess with older students (13-15 years olds), etc. Activities are created to be fun, motivating and with moderate to high intensity PA.

Group Type: EXPERIMENTAL

'Run, Jump & Fun' intervention

Intervention Type: BEHAVIORAL

The intervention can be designed e.g. to consist of morning sessions each schoolday (except days with PE) or with different time slots at different weekdays. Activities are mainly conducted by school personnel, but can be supplemented by activity sessions during recess once a week lead by older students. Further, to create variation and inspire teachers, external PA parties, for example instructors from local sports clubs are invited to conduct sessions for the students and deliver teaching materials.

To align with the aim of the Danish school system, activities must have a pedagogical purpose.

Both the "Run, jump & fun" and the "Move & learn" interventions have a set of strategies underpinning implementation (see Move & Learn" for more details).

Both interventions will be grounded in Self-Determination Theory and all activities will be designed to be motivating and enjoyable for all children including those neither particularly fit nor enthusiastic about PA.

'Move & Learn' intervention

This intervention is implemented as PA for 30 min in two Mathematics and two Danish lessons each week for one school year. Activities are conducted at whole-class level.

The physical activities in "Move & Learn" are closely linked to the Mathematic curriculum and the Danish curriculum. The way the body is integrated in the learning task can vary. Examples are bodily or motor-skill demanding activities or less vigorous activities, e.g. standing up miming, using hand gestures or facial expressions. An important aspect of the interventions is that movements should be task relevant. The intervention is developed based on the embodied learning theory.

Group Type: EXPERIMENTAL

'Move & Learn' intervention

Intervention Type: BEHAVIORAL

The physical activities in "Move & Learn" are closely linked to the subject curricula. The bodily integrating in the learning task can vary between high bodily engagement and less demanding activities.

Both the "Run, jump & fun" and the "Move & learn" interventions have a set of strategies underpinning implementation. These strategies include; 1) Initial workshops and follow-up courses for school personnel to ensure ownership, empowerment and knowledge in order to implement the interventions, 2) Teaching materials and resources, like posters, booklets etc., 3) A set of core principles for the two different interventions to ensure that the interventions are implemented as intended, and 4) Mandatory school meetings for staff and heads to ensure motivation.

Both interventions will be grounded in Self-Determination Theory and all activities will be designed to be motivating and enjoyable for all children including those neither particularly fit nor enthusiastic about PA.

Control

Control schools will continue their usual practice.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

'Run, Jump & Fun' intervention

The intervention can be designed e.g. to consist of morning sessions each schoolday (except days with PE) or with different time slots at different weekdays. Activities are mainly conducted by school personnel, but can be supplemented by activity sessions during recess once a week lead by older students. Further, to create variation and inspire teachers, external PA parties, for example instructors from local sports clubs are invited to conduct sessions for the students and deliver teaching materials.

To align with the aim of the Danish school system, activities must have a pedagogical purpose.

Both the "Run, jump & fun" and the "Move & learn" interventions have a set of strategies underpinning implementation (see Move & Learn" for more details).

Both interventions will be grounded in Self-Determination Theory and all activities will be designed to be motivating and enjoyable for all children including those neither particularly fit nor enthusiastic about PA.

Intervention Type: BEHAVIORAL

'Move & Learn' intervention

The physical activities in "Move & Learn" are closely linked to the subject curricula. The bodily integrating in the learning task can vary between high bodily engagement and less demanding activities.

Both the "Run, jump & fun" and the "Move & learn" interventions have a set of strategies underpinning implementation. These strategies include; 1) Initial workshops and follow-up courses for school personnel to ensure ownership, empowerment and knowledge in order to implement the interventions, 2) Teaching materials and resources, like posters, booklets etc., 3) A set of core principles for the two different interventions to ensure that the interventions are implemented as intended, and 4) Mandatory school meetings for staff and heads to ensure motivation.

Both interventions will be grounded in Self-Determination Theory and all activities will be designed to be motivating and enjoyable for all children including those neither particularly fit nor enthusiastic about PA.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• Children in 3rd grade

Exclusion Criteria

• Children with cognitive or physical disabilities hindering participation in the project activities

• Minimum Eligible Age: 8 Years
• Maximum Eligible Age: 11 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

University of Copenhagen

OTHER

Sponsor Role: collaborator

UCL University College, Denmark

OTHER

Sponsor Role: collaborator

University College Copenhagen

OTHER

Sponsor Role: lead

Responsible Party

Anna Bugge

Associate Professor (Docent)

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Anna Bugge, PhD

Role: PRINCIPAL_INVESTIGATOR

University College Copenhagen

Locations

University College Copenhagen

Copenhagen, , Denmark

Site Status: RECRUITING

Countries

Denmark

Central Contacts

Linn Damsgaard, PhD

Role: CONTACT

ldam@kp.dk

+4551632750

Lise S Jeppesen

Role: CONTACT

lise.sohl@nexs.ku.dk

+4540385510

Facility Contacts

Linn Damsgaard, PhD

Role: primary

ldam@kp.dk

+4551632750

References

Jeppesen LS, Damsgaard L, Stolpe MN, Melcher JNS, Wienecke J, Nielsen G, Smedegaard S, Henriksen AH, Hansen RA, Hillman CH, Tammelin TH, Resaland GK, Daly-Smith A, Bugge A. Study protocol for the ACTIVE SCHOOL study investigating two different strategies of physical activity to improve academic performance in Schoolchildren. BMC Pediatr. 2024 Mar 9;24(1):174. doi: 10.1186/s12887-024-04647-9.

Reference Type: DERIVED

PMID: 38461348 (View on PubMed)

Other Identifiers

Alias: 200511110

Identifier Type: -

Identifier Source: org_study_id