Effectiveness of a Multicomponent Intervention to Promote Physical Activity Levels During the School Day (MOVESCHOOL)
- Conditions
- Physical ActivityCognitionAdolescentsPhysical Fitness
- Interventions
- Behavioral: Multicomponent school-based intervention.
- Registration Number
- NCT06254638
- Lead Sponsor
- University of Extremadura
- Brief Summary
Study based a multicomponent school-based intervention during the school-day (i.e., Physically active learning, active breaks, and active recess) on Physical Activity, health, educational, and cognition outcomes in adolescents.
- Detailed Description
MOVESCHOOLS is a randomized controlled study coordinated by fully qualified researchers in physical activity and sport sciences from two universities \[University of Cadiz (UCA) and University of Extremadura (UEX), Spain\]. This study is aimed at year 1 to year 3 from Secondary Education students (11-16 years old), belonging to 10 schools in Spain (5 schools in Cadiz and 5 schools in Caceres). The schools will be randomly assigned to a control group (n = 5 schools and 420 students) and an intervention group (n = 5 schools and 420 students). The intervention will last 6 months, and will consist of three components:
1. Inclusion of two physically active classes per week.
2. Development of two daily active breaks of 4 minutes duration.
3. Implementation of daily active recesses.
Before and after the intervention, Physical Activity and sedentary time will be assessed by accelerometry, health-related fitness levels by field tests, body composition parameters by anthropometry, academic performance by school grades, positive health (quality of life and self-perception of health) by questionnaire, and cognitive parameters (executive functions and mathematical fluency) by specific cognition tests. In weeks 8 and 16, Physical Activity and sedentary time will also be evaluated as intermediate measures.
At the end of the intervention the researchers will determine the changes of the main outcome variables. Likewise, the main hypotheses raised will be:
1. Students belonging to the experimental group will improve physical activity and will decrease sedentary time during the school-day when comparing to the students belonging to the control group.
2. Students belonging to the experimental group will result in improved in physical and psychological health markers when comparing to the students belonging to the control group.
3. Students belonging to the experimental group will result in improved academic indicators and cognitive markers when comparing to the students belonging to the control group.
4. Students belonging to the experimental group will improve school climate and motivational variables in academic classes compared to students belonging to the control group.
Recruitment & Eligibility
- Status
- RECRUITING
- Sex
- All
- Target Recruitment
- 900
- Adolescents in 1st, 2nd and 3rd year of ESO.
- Adolescents with informed consent signed by the family/guardian.
- Schools with at least 80 students enrolled in 1st, 2nd and 3rd ESO.
- Schools belonging to the regions of Cáceres and Cádiz.
- Adolescents with any physical disability or health condition that may limit physical activity levels.
- Schools participating in any other physical activity or health promotion program.
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Multicomponent school-based intervention Multicomponent school-based intervention. The multicomponent intervention will be composed of: Physically Active Learning: consists of incorporating physical activity (usually of moderate-vigorous intensity) into the educational content taught in non-physical education academic classes. Active breaks: consists of short breaks during non-physical education academic classes that include moderate to vigorous intensity physical activity. Active Recess: consists of promoting PA during school breaks. To this end, three strategies will be developed: i) modification of the environment; ii) loose equipment; iii) structured recess. The modification of the environment will consist of providing students with a greater number of spaces for them to be active during recess. Access to sports equipment consists of providing sports equipment to encourage PA practice during recess. Structured recess includes the organization of sports competitions and teacher-led activities.
- Primary Outcome Measures
Name Time Method Physical activity and sedentary time 6 months Physical activity and sedentary time will be measured through accelerometry (Actigraph GT3X+, Inc., Pensacola, FL, USA).
- Secondary Outcome Measures
Name Time Method Cardiorespiratory capacity 6 months The 20-metres shuttle run test will be used to assess cardiorespiratory fitness. Participants will run the 20-metre distance to the rhythm of a recording. The initial speed is 8.5 km/h and will be increased by 0.5 km/h per section. The race will end when the participant stops due to fatigue or when he/she fails to cross the marked lines to the rhythm of the acoustic signals on two consecutive occasions. The last stage or half stage completed by the competitor will be scored.
Body composition 6 months Waist circumference shall be measured as a body composition variable with a non-elastic tape placed in the frontal plane at the midpoint between the upper iliac spine and the costal border at the mid-axillary line. The measurement shall be taken twice and the mean of the two measurements shall be recorded.
Body mass index 6 months Weight and height will be combined to report BMI in kg/m\^2.
Self-perceived health 6 months Self-perceived health will be measured through the classic self-reported health item, where participants will have to classify their health among the following options: "excellent" (5); "very good" (4); "good" (3); "fair" (2) and "poor" (1).
Self-reported screen time 6 months Self-reported screen time will be assessed using the Youth Leisure-time Sedentary Behaviour Questionnaire (YLSBQ). Five questions will be selected from the original questionnaire and participants will be asked to answer them by selecting the amount of time they spend per day on each question, ranging from 0 minutes to 5 or more hours.
Subjective physical fitness 6 months The International Fitness Scale will be used for the assessment of subjective physical fitness. Participants will be asked to rate each of the fitness components on a 5-point Likert-type scale ranging from: "very poor" (1); "poor" (2); "fair" (3); "good" (4) and "very good".
School engagement 6 months The engagement scale (UWES-S-9) will be used to evaluate school engagement. The UWES-S-9 is composed of nine items that reflect the three dimensions of engagement: (i) vigor; (ii) absorption; and (iii) dedication, each dimension is represented by three items that will be evaluated through a Likert-type scale, ranging from "never" (0 points) to "always" (6 points).
Cognitive flexibility 6 months Cognitive flexibility will be evaluated through the Shifting task protocol, part of the NIH Examiner programme. This is a computerised programme where the subject answers the tests individually. The algorithm provided by the program, ranging from 0 to 10, which includes accuracy and reaction time, will be recorded.
Musculoskeletal capacity of upper body 6 months The hand grip test will be used to assess musculoskeletal capacity of upper body. The test shall be performed twice with each hand alternately. The maximum score of each hand in kilograms shall be recorded and the mean value between them shall be calculated.
Musculoskeletal capacity of lower body 6 months Standing broad jump shall be used to assess the musculoskeletal capacity of the lower limbs. The participant shall stand behind a line with feet shoulder width apart. The participant is then asked to jump forward as far as possible with both feet. If he/she rests his/her hands or lifts his/her feet off the ground when landing, the test is invalid. The test shall be performed twice, and the best score recorded in centimetres.
Learning perception 6 months Learning perception in mathematics and in general studies will be assessed by means of a questionnaire consisting of eight items. Items 1- 4 will assess the "perceived learning" dimension and items 5-8 will measure the "satisfaction with learning" dimension. All items will be scored according to a five-point Likert scale, where "1" is (strongly disagree) and "5" is (strongly agree).
Academic performance 6 months Academic performance will be evaluated through the marks reported by the schools before and after the intervention.
Novelty 6 months Novelty will be assessed through the Novelty Need Satisfaction Scale. Five of the 19 questions that make up the original scale will be selected and participants will be asked to answer them on a Likert-type scale where 1 = "strongly disagree" and 5 = "strongly agree".
Enjoyment and boredom 6 months Enjoyment and boredom will be assessed using the Spanish version of The Sport Satisfaction Instrument. This scale is composed of eight items. Participants will have to rate their degree of agreement with the items referring to fun or boredom on a five-point Likert-type scale, ranging from 1 (strongly disagree) to 5 (strongly agree).
Health status 6 months The EuroQol five dimensions three levels will be used to assessment of health status (EQ-5D-3L).This questionnaire is composed of the dimensions of: (i) mobility; (ii) self-care; (iii) usual activities; (iv) pain/discomfort and (v) anxiety/depression. The three levels that participants should mark a Likert-type scale correspond to (i) no problem; (ii) some problems; (iii) many problem.
Sociodemographic characteristics 6 months Sociodemographic characteristics will be measured through the Spanish-adapted version III of The Family Affluence Scale. This scale is composed of six questions . Each question is scored on a categorical scale, and the sum of the scores from the six items result in an aggregate index ranging from 0 to 13.
Students' perceptions about the feasibility of the intervention program. 6 months A discussion group will be developed for each of the proposed interventions with a subsample of students, in order to obtain information on the suitability and development of the intervention programme (perceptions, barriers, areas for improvement, strengths, etc.).
Inhibition 6 months Inhibition will be evaluated through the Flanker task protocol, part of the NIH Examiner programme. This is a computerised programme where the subject answers the tests individually. The algorithm provided by the program, ranging from 0 to 10, which includes accuracy and reaction time, will be recorded.
Working memory 6 months Working memory will be evaluated through the N-Back protocol, part of the NIH Examiner programme. This is a computerised programme where the subject answers the tests individually. The algorithm provided by the program, ranging from 0 to 10, which includes accuracy and reaction time, will be recorded.
Dietary patterns 6 months Adherence to the Mediterranean diet will be measured using the updated version 2.0 of the KIDMED questionnaire.
Teachers' perceptions about the feasibility of the intervention program. 6 months Perception about the suitability and the development of the intervention program (perceptions, barriers, points to improve, strengths...) a semi-structured interview will be conducted with the teachers involved in the intervention.
School climate 6 months School climate will be assessed using the students' perception of school climate scale (PACE-33). Fifteen items will be evaluated. All items will be scored according to a five-point Likert scale, where "1" is (strongly disagree) and "5" is (strongly agree).
Trial Locations
- Locations (1)
University of Extremadura
🇪🇸Cáceres, Spain