A Randomized Controlled Trial (RCT) of the Impact of School-based Sport Research Program on Children's Physical Activity, Executive Function, and Academic Achievement
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 257
- 试验地点
- 2
- 主要终点
- Change from Baseline in the Average Accelerometer-measured MVPA/day at 10 weeks
研究概览
简要总结
The goal of this clinical trial is to test the effectiveness of sport-based physical education (PE) curriculum on activity behaviors (moderate to vigorous physical activity and sedentary behavior), executive functions, and academic performance in elementary school-aged children, particularly among low-income ethnic minorities. The main questions it aims to answer are:
- Whether a school-based sport program can improve child engagement in school-time moderate-to-vigorous physical activity (MVPA) and total daily MVPA, compared to a control group (standard PE class)?
- Whether a school-based sport program can improve child executive functions and academic performance, compared to a control group (standard PE class)?
Participants randomized to receive the ACtive Children Enhance LEaRning and AttenTION (ACCELERATION) intervention (treatment) received
- 45-minute weekly for 10 weeks soccer (ball mastery exercises) curriculum led by trained PE teachers during the school PE lesson time.
- Homework required practicing learned ball mastery skills daily for 15-20 minutes at home. A required ball was provided to them.
- Virtual parent workshops, which required the attendance of parents of study participants to improve their understanding of all about the program
Researchers will compare the control group, who received a regular PE class curriculum, to see if there are any differences in child activity behaviors, executive functions, and academic performance.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 8 Years 至 11 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Any student enrolled in 3rd or 4th-grade classes were eligible to participate in the study.
- •Participation in an extracurricular sports activity wasn't an exclusion criterion for this study.
排除标准
- •Students were excluded if they had serious physical (e.g., asthma, heart diseases), developmental (e.g., autism, attention-deficit hyperactivity), or learning (e.g., dyslexia, dyscalculia, dysgraphia) disorders that prevented them from participating in intervention activities
- •Students who participated in a physical activity intervention within the last 6 months were excluded.
结局指标
主要结局
Change from Baseline in the Average Accelerometer-measured MVPA/day at 10 weeks
时间窗: baseline and post (immediate after 10 weeks of the intervention)
MVPA behaviors were assessed objectively with accelerometers (GT3X+ Actigraph, Pensacola, FL). Trained research staff instructed the students to wear the accelerometer on the right hip for 8 days, which allowed participant to adapt to wearing the device and to achieve the study goal of 2 valid wear days per child as consistent with school-based evaluations. A valid day were defined as ≥600 minutes wear time per day. Freedson's age specific cut points for children 6 to 18 years old will be used to determine the intensity of activity.
次要结局
- Change from Baseline in the Mean Flanker Inhibitory Control and Attention Test Score at 10 weeks(baseline and post (immediate after 10 weeks of the intervention))
- Change from Baseline in the Mean the State of Texas Assessments of Academic Readiness (STAAR) Standardized Test Scores at 10 weeks(baseline and post (immediate after 10 weeks of the intervention))
- Change from Baseline in the Average Accelerometer-measured Sedentary Time/day at 10 weeks(baseline and post (immediate after 10 weeks of the intervention))
- Change from Baseline in the Mean Picture Sequence Memory Task Score at 10 weeks(baseline and post (immediate after 10 weeks of the intervention))
- Change from Baseline in the Mean Dimensional Change Card Sort Test Score at 10 weeks(baseline and post (immediate after 10 weeks of the intervention))