Effects of a School-Based Physical Activity Intervention on 24-Hour Movement Behaviours and Motor Development in Preschool Children - Study Protocol

NCT07553507 | Enrolling By Invitation

• 2 other identifiers: CE-FPFA-36PFS2026FCT Doctoral Grant: 2025.00650
• Study Type: interventional
• Target: 80
• Locations: 1 country
• Sites: 1

Brief Summary

This protocol describes a quasi-experimental controlled study evaluating the effects of the Super Quinas in Preschool programme on 24-hour movement behaviours and motor development in preschool children aged 3-6 years. The intervention consists of one additional structured 60-minute physical activity session per week for 12 weeks, delivered by a qualified exercise professional in a public preschool in Maia, Portugal. Four classes (\~80 children) are allocated at the class level: two to the intervention condition and two to the control condition (usual curricular Physical Education). Baseline data collection (T0) was conducted between 23 February and 16 March 2026; the intervention commenced on 25 March 2026. Subsequent assessments are planned for early May (T1, mid-intervention), end of June (T2, post-intervention), and mid-September 2026 (T3, follow-up). Primary outcomes are 24-hour movement behaviours (ActiGraph GT3X accelerometry) and motor competence and physical fitness (Motor Competence Assessment + PREFIT subtests). Secondary outcomes include executive function (HTKS; Day-Night Stroop) and socioemotional regulation (SDQ). Statistical analyses will use longitudinal linear mixed-effects models under an intention-to-treat framework.

Conditions

Physical Inactivity; Sedentariness; Sleep; Motor Skills; Executive Function; Emotional Regulation

Keywords

physical activity; 24-h movement behaviours; sedentary behaviour; sleep; motor competence; executive function; socioemotional development; school-based intervention; SuperQuinas

Outcome Measures

Primary Outcomes (2)

• 24-Hour Movement Behaviours

  24-hour movement behaviours are assessed objectively using two simultaneously worn triaxial accelerometers (ActiGraph GT3X) over seven consecutive days at each time point. DEVICE 1: Non-dominant wrist (worn continuously for 24 hours). One ActiGraph GT3X is worn on the non-dominant wrist throughout the entire 24-hour period, including during sleep. This device captures the full movement profile across waking and sleeping hours. Wrist-worn data are used to estimate sleep outcomes via validated automated sleep-detection algorithms applied within the parent-reported time-in-bed window, yielding estimates of sleep onset, sleep offset, total sleep duration, and sleep efficiency. DEVICE 2: Right hip (worn during waking hours only). A second ActiGraph GT3X is worn on the right hip using an elastic belt during all waking hours. The device is removed before sleep. Raw data are collected at 30 Hz, aggregated into 15-second epochs, and processed using age-appropriate cut-points validat

  Assessed at four time points: baseline (T0, Week 0), mid-intervention (T1, Week 6), post-intervention (T2, Week 12), and follow-up (T3, Week 24).

• Motor Competence and Physical Fitness

  Motor competence is assessed using the Motor Competence Assessment (MCA), a validated performance-based battery comprising six tasks organised into three subdomains: Stability (lateral jumps and shifting platforms), Locomotor (standing long jump and shuttle run), and Manipulative (ball throwing and ball kicking). Each child completes practice trials followed by two recorded trials per task; the best performance is retained. Raw scores are converted into age- and sex-adjusted standard scores using normative reference values, enabling derivation of domain-specific scores and an overall motor competence composite score. Physical fitness is assessed using two subtests from the PREFIT battery. Cardiorespiratory fitness is assessed using the 20-metre shuttle run test adapted for preschool children, with performance recorded as total laps completed. Upper-limb muscular strength is assessed using a child-adapted handgrip dynamoter.

  Assessed at four time points: baseline (T0, Week 0), mid-intervention (T1, Week 6), post-intervention (T2, Week 12), and follow-up (T3, Week 24).

Secondary Outcomes (2)

• Cognitive Competence

  Assessed at four time points: baseline (T0, Week 0), mid-intervention (T1, Week 6), post-intervention (T2, Week 12), and follow-up (T3, Week 24).

• Socioemotional Regulation

  Assessed at four time points: baseline (T0, Week 0), mid-intervention (T1, Week 6), post-intervention (T2, Week 12), and follow-up (T3, Week 24).

Study Arms (2)

Usual Curricular Practice (Control)

NO INTERVENTION

Two intact preschool classes (approximately 40 children) continue exclusively with regular curricular Physical Education (PE) delivered by a qualified PE teacher following national educational guidelines. No additional physical activity sessions, educational materials, or behaviour change strategies are introduced during the study period.

SuperQuinas in Preschool (Intervention)

EXPERIMENTAL

Two intact preschool classes (approximately 40 children aged 3 to 6 years) receive one additional 60-minute structured physical activity session per week for 12 consecutive weeks, delivered by the principal investigator during regular school hours, in addition to their regular curricular Physical Education. Sessions are play-based and child-centred, targeting locomotor, object control, and stability skills with progressively adjusted task complexity. Each session includes informal health messages addressing physical activity, sedentary behaviour, and sleep. The additional session does not replace existing curricular Physical Education but is added to the weekly schedule, increasing total structured physical activity exposure. Individual attendance is recorded at each session.

Behavioral: SuperQuinas in Preschool Programme

Interventions

SuperQuinas in Preschool Programme BEHAVIORAL

One additional 60-minute structured physical activity session delivered once per week for 12 consecutive weeks during regular school hours by the principal investigator, a qualified exercise professional. Sessions follow a standardised three-phase structure: a warm-up of exploratory movement and dynamic play, a central phase of structured motor tasks targeting locomotor, object control, and stability skills with progressive task complexity and embedded inhibitory control demands, and a cool-down with low-intensity movement and guided reflection. Each session includes informal age-appropriate health messages addressing physical activity, sedentary behaviour, and sleep routines. The intervention is added to existing curricular Physical Education and does not replace it. Fidelity is monitored through structured session checklists completed after each session.

SuperQuinas in Preschool (Intervention)

Eligibility Criteria

• Age: 3 Years - 6 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• Enrolled in preschool classes at Gandra Basic School. Aged between 3 and 6 years. Written informed consent provided by a parent or legal guardian.

You may not qualify if:

• Diagnosed developmental disorder Diagnosed physical limitation

Sponsors & Collaborators

• Lusofona University: lead
• Federação Portuguesa de Futebol, Portugal: collaborator

Study Sites (1)

Gandra Basic School (Escola Básica de Gandra)

Maia, Porto District, 4415-307, Portugal

Location

Related Links

• Universidade Lusófona - CIDEFES
• Federação Portuguesa de Futebol
• OSF Study repository

MeSH Terms

Conditions

Sedentary Behavior; Emotional Regulation; Motor Activity

Condition Hierarchy (Ancestors)

Behavior; Self-Control; Social Behavior

Study Officials

• Inês M Aleixo, PhD

  CIDEFES, Universidade Lusófona, Lisbon, Portugal

  STUDY CHAIR

• Maurício S Fernandes, Master Degree / PhD Candidact

  CIDEFES, Universidade Lusófona / Federação Portuguesa de Futebol

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Masking Details: Blinding of participants, teachers, and the principal investigator is not feasible given the nature of a structured physical activity intervention. To minimise assessment bias, outcome assessors are trained staff not involved in intervention delivery, standardised assessment protocols are used across all conditions and time points, and data analysts work with anonymised coded datasets during the primary modelling phase. Accelerometry outcomes are objectively measured, further reducing the potential for observer bias.
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: PhD Researcher / Doctoral Candidate

Model Details: Two intact preschool classes are allocated to the intervention condition and two intact classes are allocated to the control condition at the class level within a single school. Both groups are followed simultaneously across four assessment time points (baseline, mid-intervention, post-intervention, and follow-up). Non-random class-level allocation was adopted due to organisational and pedagogical constraints inherent to the school setting.

Study Record Dates

• First Submitted: April 14, 2026
• First Posted: April 28, 2026
• Study Start: March 4, 2026
• Primary Completion: March 16, 2026
• Study Completion (Estimated): November 1, 2027
• Last Updated: April 28, 2026

Record last verified: 2026-04

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, SAP, ICF, ANALYTIC CODE
• Time Frame: Beginning 12 months after publication of the primary results manuscript and available for at least 5 years thereafter.
• Access Criteria: Upon reasonable request to the corresponding author (p8881@ulusofona.pt). Requests must include a brief description of the proposed use of the data. Access is subject to ethical and data protection requirements under GDPR (Regulation EU 2016/679) and applicable Portuguese national legislation. Data sharing agreements may be required prior to data transfer.

Locations

PT (1)