Effects of Brain Breaks on Educational Achievement in Children With and Without ADHD: The Break4Brain Project
试验速览
- 阶段
- 不适用
- 发起方
- 入组人数
- 600
- 试验地点
- 1
- 主要终点
- Academic achievement
研究概览
简要总结
A total of 600 children between 10 and 12 years of age will be randomized among two experimental conditions: physical activity interacting with a video (n = 300), and sedentary activity (n = 300). The experimental condition will take place in the school settings during the school day through a between-subject design with a total of two measurements, pre, and post-test. Using the latest advances, the transient effects of the experimental conditions on cognitive and academic performance will be measured. The experimental condition was crafted through a qualitative design involving semi-structured interviews with teachers (n = 41) and members of the management team (n = 16), along with questionnaires administered to students (n = 600). To enhance and ensure its sustainability, the same process will be replicated after the intervention. Interviews and questionnaires were meticulously crafted by the RE-AIM framework, and subsequently validated through a rigorous process involving an expert panel (n = 30) utilizing the Delphi methodology. This project has the potential to substantially contribute to the field of acute physical activity and could have a meaningful transference on the educational system. This method might be prescribed as an effective teaching strategy.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Double (Participant, Outcomes Assessor)
入排标准
- 年龄范围
- 10 Years 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Children aged 10-12 years.
排除标准
- •Children who have serious physical or mental disorders (autism spectrum disorder, intellectual disability, and cerebral palsy) that would impede participation in the experimental conditions.
研究组 & 干预措施
Physical activity interacting with a video
This experimental condition involves engaging in physical activity interspersed with rest periods. The type of exercises are based on phase I.
干预措施: Physical activity interacting with a video (Behavioral)
Control condition
结局指标
主要结局
Academic achievement
时间窗: 8 weeks
Only the general academic fluency index was administered, consisting of the reading, mathematics, and writing fluency subtests. Reading fluency assessed the participant's capacity to read simple sentences rapidly, mathematical fluency gauged the ability to quickly solve simple addition, subtraction, and multiplication problems, and writing fluency measured the skill to formulate and write sentences promptly.
Working memory
时间窗: 8 weeks
The measurement of working memory through "The Digit Memory Test," specifically focusing on auditory attention and verbal memory.
Design of active breaks: semi-structured questionnaires
时间窗: 2 months (november and may)
Pre- and post-intervention, to guarantee a proper design and future sustainability of the experimental condition, semi-structured questionnaires are administered to students. The responses are systematically categorized.
Design of active breaks: semi-structured interviews
时间窗: 2 months (november and may)
Pre- and post-intervention, to guarantee a proper design and future sustainability of the experimental condition, semi-structured interviews are administered to teachers and the management team. The responses are systematically categorized.
Selective attention
时间窗: 8 weeks
The measurement of selective attention within a limited timeframe was carried out using the "D2 test."
Inhibition-attention and cognitive flexibility
时间窗: 8 weeks
The assessment of inhibition-attention and cognitive flexibility was conducted using the "Trail Making Test".
次要结局
- Student's behavior(8 weeks)
- Body composition(8 weeks)
- Self-report physical fitness(8 weeks)
- Self-report physical activity patterns(8 weeks)
- Socioeconomic level(8 weeks)
- Physical activity patterns(8 weeks)
- Self-report sedentary patterns(8 weeks)
- Creativity(8 weeks)
研究者
Josep1
Senior Lecturer
University of the Balearic Islands