"11 For Health" in Türkiye; Effect on Physical Performance and Executive Function in 10-11-Year-Olds

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

56 participants

Study Classification

INTERVENTIONAL

Study Start Date

2024-02-05

Study Completion Date

2024-06-14

Brief Summary

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The goal of this study was to evaluate whether the school-based "11 for Health" program could improve physical performance and executive function among 10-11-year-old Turkish schoolchildren. The main questions it aimed to answer were:

Does the program enhance physical performance, including agility, balance, and vertical jump? Does it improve executive function skills such as response inhibition, problem solving, and working memory? Researchers compared students who participated in the 11-week "11 for Health" intervention to those who continued their regular school curriculum.

Participants:

A total of 56 children (28 girls and 28 boys) from 5th grade participated. The training group attended two 45-minute "11 for Health" sessions per week for 11 weeks.

Both groups were assessed before and after the intervention on physical performance (e.g., balance, agility, countermovement jump) and executive function (Go/No-Go, Tower of Hanoi, and Corsi Block tests).

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Detailed Description

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This study examined the impact of the school-based "11 for Health" program on the physical performance and executive function of 10-11-year-old Turkish schoolchildren. The program, developed by FIFA in collaboration with global health experts, integrates football-based physical activities with health education content. Given the growing concern over insufficient physical activity levels among children in Türkiye, the intervention sought to explore how structured school-based programs could enhance not only physical performance but also higher-order cognitive processes.

The rationale for the study stems from evidence indicating that physical activity is not only essential for maintaining cardiovascular and musculoskeletal health but also closely linked to cognitive functions such as attention, response inhibition, and planning. Executive functions are critical during late childhood as they influence academic performance, behavior regulation, and social competence.

The "11 for Health" intervention consisted of two 45-minute sessions per week for 11 weeks, implemented during school hours. Each week included one session focused on football-related physical activities (e.g., passing, dribbling, shooting) and another on health education topics (e.g., hygiene, nutrition, mental well-being), both delivered in an engaging and inclusive format. The program emphasized social interaction, autonomy-supportive teaching, and real-life applicability through take-home tasks.

Participants were divided into a training group and a control group using convenience sampling. The training group received the intervention, while the control group continued their standard physical education curriculum. Pre- and post-intervention assessments were conducted over separate days to measure changes in physical and cognitive outcomes.

Physical performance was assessed using standardized protocols to evaluate balance (static, proprioceptive, dynamic), agility (pro-agility shuttle test), and vertical jump (countermovement jump). Executive function was measured using three computer-based tasks: the Go/No-Go test (response inhibition), the Tower of Hanoi (planning/problem-solving), and the Corsi Block Test (visuospatial working memory).

The study contributes to the growing literature on school-based physical activity interventions and their multifaceted impact on children's development, offering insights relevant to both educators and policymakers seeking to optimize school curricula for health and cognitive outcomes.

Conditions

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Physical Activity Executive Function (Cognition) Physical Performance

Study Design

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Allocation Method

NON_RANDOMIZED

Intervention Model

PARALLEL

The study sample was determined and divided into groups using the convenience sampling method. This non-random sampling approach involves selecting participants based on the researcher's judgment, allowing for practical, fast, and cost-effective data collection. At this stage, two 5th-grade classes from the same school that met the inclusion criteria and agreed to participate were selected. One class was assigned as the control group (CG; n=29) and the other as the training group (TG; n=27).

Primary Study Purpose

OTHER

Blinding Strategy

NONE

Study Groups

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"11 for Health" program

"11 for Health" program training group

Group Type EXPERIMENTAL

"11 for Health" training group

Intervention Type OTHER

The "11 for Health" intervention consisted of two 45-minute sessions per week for 11 weeks, implemented during school hours. Each week included one session focused on football-related physical activities (e.g., passing, dribbling, shooting) and another on health education topics (e.g., hygiene, nutrition, mental well-being), both delivered in an engaging and inclusive format. The program emphasized social interaction, autonomy-supportive teaching, and real-life applicability through take-home tasks.

control group

Control Group; The control group continued with their regular school curriculum, which included two 45-minute physical education classes per week, and did not receive any additional intervention.

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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"11 for Health" training group

The "11 for Health" intervention consisted of two 45-minute sessions per week for 11 weeks, implemented during school hours. Each week included one session focused on football-related physical activities (e.g., passing, dribbling, shooting) and another on health education topics (e.g., hygiene, nutrition, mental well-being), both delivered in an engaging and inclusive format. The program emphasized social interaction, autonomy-supportive teaching, and real-life applicability through take-home tasks.

Intervention Type OTHER

Eligibility Criteria

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Inclusion Criteria

* Typically developing children
* Aged between 10 and 11 years
* Enrolled in the 5th grade of primary school
* Not currently taking any medication
* Provided informed consent from both the child and their parent/guardian

Exclusion Criteria

* Having any diagnosed cardiovascular, neurological, orthopedic, or psychiatric condition
* Taking regular medication
* Outside the age range of 10-11 years
* Presence of any developmental disorder or learning disability

Minimum Eligible Age

10 Years

Maximum Eligible Age

11 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes