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

NCT05602948 | Unknown

• 1 other identifier: Alias: 200511110
• Study Type: interventional
• Target: 1,200
• Locations: 1 country
• Sites: 1

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. 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. 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'.

Conditions

Academic Performance

Keywords

Physical activity; Embodied cognition; Mathematics; Reading

Outcome Measures

Primary Outcomes (1)

• Mathematics performance by standardized national tests. Average of three domains (algebra, geometry, and basic mathematics skills)

  Danish National Test System. The tests are computerized and composed in a progressive manner, depending on the individual child's performance, such that correct answers lead to more difficult subsequent questions, and incorrect answers lead to easier subsequent questions. The final test result is therefore based on the level of difficulty, not the number of correct answers. The tests are divided into three different domains; for mathematics: algebra, geometry, and basic mathematics skills. No aids are permitted during the tests. The tests are scored on a scale from 0 to 100 in each domain. For this study, the mean of the three domains will be used for analyses

  Change from baseline Mathematics performance at 10 months

Secondary Outcomes (9)

• Reading performance by standardized tests

  Change from baseline reading performance at 10 months

• Executive functions measured by a digit span test and a spatial working memory test (SWM) which assess working memory and attention

  Change from baseline executive function measures at 10 months

• Objective PA measurements by accelerometry for one week

  Change from baseline objective PA measurements at 10 months

• Cardiorespiratory fitness using a validated modified shuttle run test

  Change from baseline cardiorespiratory fitness at 10 months

• Anthropometry (stature, body mass, waist circumference and puberty status)

  Change from baseline anthopometry measures at 10 months

Study Arms (3)

'Run, Jump & Fun' intervention

EXPERIMENTAL

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.

Behavioral: 'Run, Jump & Fun' intervention

'Move & Learn' intervention

EXPERIMENTAL

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.

Behavioral: 'Move & Learn' intervention

Control

NO INTERVENTION

Control schools will continue their usual practice.

Interventions

'Run, Jump & Fun' intervention 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.

'Run, Jump & Fun' intervention

'Move & Learn' intervention 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.

'Move & Learn' intervention

Eligibility Criteria

• Age: 8 Years - 11 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Children in 3rd grade

You may not qualify if:

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

Sponsors & Collaborators

• University College Copenhagen: lead
• University of Copenhagen: collaborator
• UCL University College, Denmark: collaborator

Study Sites (1)

University College Copenhagen

Copenhagen, 2200, Denmark

RECRUITING

Related Publications (1)

• 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.

  PMID: 38461348 DERIVED

MeSH Terms

Conditions

Motor Activity

Interventions

Jogging

Condition Hierarchy (Ancestors)

Behavior

Intervention Hierarchy (Ancestors)

Running; Locomotion; Movement; Musculoskeletal Physiological Phenomena; Musculoskeletal and Neural Physiological Phenomena; Exercise; Motor Activity

Study Officials

• Anna Bugge, PhD

  University College Copenhagen

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Linn Damsgaard, PhD

CONTACT

+4551632750; ldam@kp.dk

Lise S Jeppesen

CONTACT

+4540385510; lise.sohl@nexs.ku.dk

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor (Docent)

Study Record Dates

• First Submitted: October 25, 2022
• First Posted: November 2, 2022
• Study Start: January 2, 2021
• Primary Completion: June 1, 2025
• Study Completion: June 1, 2025
• Last Updated: November 2, 2022

Record last verified: 2022-10

Locations

DK (1)