Benefits of Physical Activity During the School Day to Reduce Mental Fatigue and Optimize Cognitive and Psychosocial Processes in Secondary School Students
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 发起方
- 入组人数
- 434
- 试验地点
- 1
- 主要终点
- Subjective Mental Fatigue (VAS-F)
研究概览
简要总结
The main aim of the MENTALFIT project is to test the effectiveness of physically active teaching methodologies to reduce mental fatigue and optimize cognitive, emotional, and motivational processes in secondary school students. Specifically, the study aims to examine differences depending on the type of physically active strategy implemented (physically active learning, active breaks, and active recesses) on students' mental fatigue, cognitive function, group dynamics, and motivational processes. Furthermore, the project aims to compare whether learning and academic performance are similar in traditional classes versus classes employing a physically active teaching methodology. Finally, a secondary objective of the project is to create and validate new instruments to assess the different psychobiological and educational processes included in this project.
详细描述
Background and Rationale Mental Fatigue (MF) is a dynamic psychobiological state induced by prolonged cognitive and emotional demands. In educational contexts, particularly in secondary education, it manifests as a cascading deterioration affecting attention, executive function, emotional regulation, and learning capacity. Despite its relevance, MF remains understudied in adolescents. Secondary school students face substantial sedentary demands, spending an average of 78% of the school day in sedentary activities. These schedules, characterized by extended periods of continuous instruction with minimal breaks, create conditions conducive to MF development. The MENTALFIT project aims to address this by reintegrating movement into school routines to counteract MF and its associated cognitive decrements.
Study Design and Methodology This quasi-experimental study (Study 3 of the MENTALFIT overarching protocol) employs a multifactorial design to evaluate the differential effectiveness of three physical activity (PA) interventions. The study is conducted over a full academic year (2024-2025) across several secondary schools in Extremadura, Spain. The sample comprises adolescents in their 3rd and 4th year of secondary education (aged 13-17).
The sample is divided into four groups: one control group ("business as usual") and three experimental groups. To compare the effectiveness of different approaches, each experimental center implements three distinct physically active strategies in a counterbalanced rotation across the three trimesters. This ensures that each experimental group receives every type of intervention while controlling for order effects.
Intervention Components
The multicomponent intervention includes:
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Crossover
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 13 Years 至 18 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Enrolment in the 3rd or 4th year of compulsory secondary education (Educación Secundaria Obligatoria).
- •Attending one of the participating secondary schools.
- •Providing written informed consent from parents/guardians and verbal assent from the students.
排除标准
- •Medical or physical inability to participate in the physically active interventions.
- •Refusal to participate or lack of parental consent.
- •Schools participating in any other physical activity or health promotion program
研究组 & 干预措施
Experimental: Rotation Sequence A
Experimental center 1. Participants will receive all three interventions in a counterbalanced rotation across the academic year (e.g., Physically Active Lessons in Trimester 1, Active Breaks in Trimester 2, and Active Recess in Trimester 3).
干预措施: Active breaks (Behavioral)
Experimental: Rotation Sequence A
Experimental center 1. Participants will receive all three interventions in a counterbalanced rotation across the academic year (e.g., Physically Active Lessons in Trimester 1, Active Breaks in Trimester 2, and Active Recess in Trimester 3).
干预措施: Physically active learning (Behavioral)
Experimental: Rotation Sequence A
Experimental center 1. Participants will receive all three interventions in a counterbalanced rotation across the academic year (e.g., Physically Active Lessons in Trimester 1, Active Breaks in Trimester 2, and Active Recess in Trimester 3).
干预措施: Active Recess (Behavioral)
Experimental: Rotation Sequence B
Experimental center 2. Participants will receive all three interventions in a counterbalanced rotation across the academic year (e.g., Active Breaks in Trimester 1, Active Recess in Trimester 2, and Physically Active Lessons in Trimester 3).
干预措施: Active breaks (Behavioral)
Experimental: Rotation Sequence B
Experimental center 2. Participants will receive all three interventions in a counterbalanced rotation across the academic year (e.g., Active Breaks in Trimester 1, Active Recess in Trimester 2, and Physically Active Lessons in Trimester 3).
干预措施: Physically active learning (Behavioral)
Experimental: Rotation Sequence B
Experimental center 2. Participants will receive all three interventions in a counterbalanced rotation across the academic year (e.g., Active Breaks in Trimester 1, Active Recess in Trimester 2, and Physically Active Lessons in Trimester 3).
干预措施: Active Recess (Behavioral)
Experimental: Rotation Sequence C
Experimental center 3. Participants will receive all three interventions in a counterbalanced rotation across the academic year (e.g., Active Recess in Trimester 1, Physically Active Lessons in Trimester 2, and Active Breaks in Trimester 3).
干预措施: Active breaks (Behavioral)
Experimental: Rotation Sequence C
Experimental center 3. Participants will receive all three interventions in a counterbalanced rotation across the academic year (e.g., Active Recess in Trimester 1, Physically Active Lessons in Trimester 2, and Active Breaks in Trimester 3).
干预措施: Physically active learning (Behavioral)
Experimental: Rotation Sequence C
Experimental center 3. Participants will receive all three interventions in a counterbalanced rotation across the academic year (e.g., Active Recess in Trimester 1, Physically Active Lessons in Trimester 2, and Active Breaks in Trimester 3).
干预措施: Active Recess (Behavioral)
No Intervention: Control Group
The control group will maintain their regular academic schedule and usual classroom routines (business as usual) without any additional physically active interventions during the academic year.
结局指标
主要结局
Subjective Mental Fatigue (VAS-F)
时间窗: Assessed at 6 time points across the academic year: beginning and end of trimesters 1, 2, and 3 (Baseline up to 9 months).
Assessed through the Visual Analogue Scale for Fatigue (VAS-F; Smith et al., 2019). It is a 100mm single-item measure of overall fatigue intensity. Scores range from 0 to 100, where higher scores indicate a higher perception of mental fatigue.
Multidimensional Mental Fatigue (PedsQL MFS)
时间窗: Assessed at 6 time points across the academic year (Baseline up to 9 months).
Pediatric Quality of Life Inventory Multidimensional Fatigue Scale (Varni \& Limbers, 2008), 9-item Spanish version. It measures general, sleep/rest, and cognitive fatigue. A composite score is calculated as the mean across items. Higher scores indicate greater problems with fatigue.
Objective Neurophysiological Mental Fatigue (Brain Activity)
时间窗: Assessed at 6 time points across the academic year in a subsample of 160 students (Baseline up to 9 months).
Assessed via EEG recordings using Emotiv EPOC X headsets. Recordings are taken during resting-state and cognitive tasks (Stroop, PASAT, PVT-B) to characterize neural correlates (theta, alpha, and beta frequency bands) of cognitive performance under conditions of mental fatigue.
Objective Cardiovascular Indicators (Heart Rate and HRV)
时间窗: Assessed at 6 time points across the academic year in a subsample of 160 students (Baseline up to 9 months).
Fitbit Charge 6 devices worn continuously for one week at each measurement point to provide 24-hour assessments of heart rate and heart rate variability (HRV) as indicators of fatigue and autonomic nervous system state.
次要结局
- Subjective Happiness (SHS)(Assessed at 2 time points: beginning and end of the academic year (Month 0 and Month 9).)
- Objective Physical Activity and Sleep Patterns(Assessed at 6 time points across the academic year in a subsample of 160 students (Baseline up to 9 months).)
- Self-reported Physical Activity Frequency(Assessed at 6 time points across the academic year (Baseline up to 9 months).)
- Self-reported Sleep Duration(Assessed at 6 time points across the academic year (Baseline up to 9 months).)
- Self-reported Screen Time(Assessed at 6 time points across the academic year (Baseline up to 9 months).)
- Cognitive Performance (Neuropsychological Battery)(Assessed at 6 time points across the academic year in a subsample of 160 students (Baseline up to 9 months).)
- Perceived Executive Functioning (WEBEX)(Assessed at 6 time points across the academic year (Baseline up to 9 months).)
- Academic Performance (GPA)(Assessed at 3 time points across the academic year (Baseline up to 9 months).)
- Academic Burnout (MBI-SS)(Assessed at 6 time points across the academic year (Baseline up to 9 months).)
- School Engagement (UWES-S)(Assessed at 6 time points across the academic year (Baseline up to 9 months).)
- Perceived Mental Load(Assessed at 6 time points across the academic year (Baseline up to 9 months).)
- Motivation towards Exercise (BREQ-3)(Assessed at 3 time points: beginning, middle, and end of the academic year (Months 0, 4.5, and 9).)
- Classroom Social Dynamics (CCQ-SF)(Assessed at 3 time points: at the end of trimesters 1, 2, and 3 (Months 3, 6, and 9).)
- Adherence to the Mediterranean Diet (KIDMED 2.0)(Assessed at measurement point 5 (approximately Month 7.5 of the academic year).)
研究者
Inmaculada González Ponce
Associate Professor
University of Extremadura