scholarly journals Effects of a programme of vigorous physical activity during secondary school physical education on academic performance, fitness, cognition, mental health and the brain of adolescents (Fit to Study): study protocol for a cluster-randomised trial

Trials ◽  
2019 ◽  
Vol 20 (1) ◽  
Author(s):  
T. M. Wassenaar ◽  
C. M. Wheatley ◽  
N. Beale ◽  
P. Salvan ◽  
A. Meaney ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
Secondary School ◽  
Vigorous Physical Activity ◽  
Randomised Trial ◽  
Cluster Randomised Trial ◽  
Cluster Randomised ◽  
The Brain

scholarly journals Effects of a programme of vigorous physical activity during secondary school physical education on academic performance, fitness, cognition, mental health and the brain of adolescents (Fit to Study): study protocol for a cluster-randomised trial

2019 ◽  
Author(s):  
Thomas Wassenaar ◽  
Catherine Wheatley ◽  
Nicholas Beale ◽  
Piergiorgio Salvan ◽  
Andy Meaney ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Cognitive Performance ◽  
Cardiorespiratory Fitness ◽  
Aerobic Fitness ◽  
Academic Attainment ◽  
Cluster Randomised ◽  
The Brain

BackgroundEarly adolescence is a period of dynamic neurobiological change. Converging lines of research suggest that regular physical activity (PA) and improved aerobic fitness have the potential to stimulate positive brain changes, improve cognitive function and boost academic attainment in this age group, but high quality studies are needed to substantiate these findings. The primary aim of the Fit to Study trial is to investigate whether short infusions of vigorous PA (VPA) delivered during secondary school physical education (PE) can improve attainment in maths, as described in a protocol published by NatCen Social Research. The present protocol concerns the trial’s secondary outcome measures, which are variables thought to moderate or mediate the relationship between PA and attainment including the effect of the intervention on cardiorespiratory fitness, cognitive performance, mental health, and brain structure and function. MethodThe Fit to Study project is a cluster-randomised controlled trial that includes Year-8 pupils (aged 12-13) from secondary state schools in South/Mid-England. Schools were randomised into an intervention condition in which PE teachers delivered an additional 10 minutes of VPA per PE lesson for one academic year, or a ‘PE as usual’ control condition. Intervention and control groups were stratified according to whether schools were single-sex or co-educational. Assessments take place at baseline (end of Year-7, aged 11-12), and after 12 months (Year-8). Secondary outcomes are cardiorespiratory fitness, objective PA during PE, cognitive performance and mental health. The study also includes exploratory measures of daytime sleepiness, attitudes towards daily PA and PE enjoyment. A subset of pupils from a subset of schools will also take part in a brain imaging sub-study, which is embedded in the trial. DiscussionThe Fit to Study trial could advance our understanding of the complex relationships between PA and aerobic fitness, the brain, cognitive performance, mental health and academic attainment during adolescence. Further, it will add to our understanding of whether school PE is an effective setting to increase VPA and fitness, which could inform future PA interventions and education policy.Trial registrationClinicaltrials.gov, ID: NCT03286725. Retrospectively registered on 18th of September, 2017 Clinicaltrials.gov, ID: NCT03593863. Retrospectively registered on 19th of July, 2018Trial sponsor: University of Oxford. Protocol version: 1.

scholarly journals Active Play in After-school Programmes: development of an intervention and description of a matched-pair cluster-randomised trial assessing physical activity play in after-school programmes

BMJ Open ◽  
2017 ◽  
Vol 7 (8) ◽  
pp. e016585 ◽  
Author(s):  
Kirsti Riiser ◽  
Sølvi Helseth ◽  
Hanna Ellingsen ◽  
Bjørg Fallang ◽  
Knut Løndal
Keyword(s):  
Physical Activity ◽  
First Graders ◽  
Randomised Trial ◽  
Matched Pair ◽  
After School ◽  
Cluster Randomised Trial ◽  
Small Scale ◽  
Control Group ◽  
Active Play ◽  
Cluster Randomised

IntroductionInterventions delivered in after-school programmes (ASPs) have the potential to become a means of ensuring adequate physical activity among schoolchildren. This requires a motivational climate, allowing for self-determined play. If trained, ASP staff may represent a valuable resource for supporting such play. Increasing knowledge and supportive skills among ASP staff may also potentially increase their motivation for work. The purpose of this article is to describe the development of the ‘Active Play in ASP’ intervention, which aims to promote physical activity among first graders attending ASP, and to present a protocol for a matched-pair cluster-randomised trial to evaluate the intervention.Methods and analysisInformed by experiences from practice, evidence-based knowledge and theory, the intervention was developed in a stepwise process including focus group meetings and a small-scale pilot test. The intervention contains a course programme for ASP staff to increase their skills in how to support physical activity through play. In a cluster randomised controlled trial, the ASPs will be matched and randomly allocated to receive the 7-month intervention or to a control group. Outcomes will be assessed at baseline, after 7 and 19 months. First graders attending the ASPs included are eligible. The primary outcome will be accelerometer-determined minutes in moderate to vigorous physical activity in the ASP. The study uses a mixed methods approach including observations and interviews to provide rich descriptions of the concept of children's physical activity in ASP. Moreover, the trial will assess whether the ASP staff benefits from participation in the intervention in terms of increased work motivation. Lastly, process evaluations of programme fidelity, satisfaction and suggestions on improvement will be performed.Ethics and disseminationThe study is approved by the Data Protection Official for Research (reference no 46008). Results will be presented in conferences and peer-reviewed journals.Trial registration numberClinical Trials (NCT02954614), pre-results.

scholarly journals Evaluation of Mental Health First Aid from the Perspective Of Workplace End UseRs—EMPOWER: protocol of cluster randomised trial phase

Trials ◽  
2020 ◽  
Vol 21 (1) ◽  
Author(s):  
Opeyemi Atanda ◽  
Patrick Callaghan ◽  
Tim Carter ◽  
Graham Durcan ◽  
Nick O’Shea ◽  
...  
Keyword(s):  
Mental Health ◽  
Randomised Trial ◽  
First Aid ◽  
End Users ◽  
Cluster Randomised Trial ◽  
Mental Health First Aid ◽  
Cluster Randomised ◽  
Trial Phase

Physical Activity and Environmental Influences during Secondary School Physical Education

2009 ◽  
Vol 28 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Bik C. Chow ◽  
Thomas L. McKenzie ◽  
Lobo Louie
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Vigorous Physical Activity ◽  
Regression Analyses ◽  
Movement Skills ◽  
Instruction Time ◽  
Trained Observers ◽  
The U.S

Physical activity engagement during physical education is important for many reasons, including developing physical fitness and movement skills and promoting health. Much more is known about physical activity in elementary than secondary schools. We examined physical activity and how it was influenced by instructor-related and environmental characteristics during 238 lessons taught by 65 physical education specialists in 30 randomly selected secondary schools in Hong Kong. Trained observers used SOFIT (System for Observing Fitness Instruction Time) in randomly selected grade 7–12 classes over a 6-month period. Results showed students engaged in moderate-to-vigorous physical activity (MVPA) about 35% of lesson time, a level similar to that found in U.S. elementary schools and short of the U.S. Healthy People 2010 objective of 50% engagement time. Multiple regression analyses found that six potentially modifiable variables contributed to 35% of the variability in lesson MVPA percent.

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