Process Evaluation and Effectiveness Trial to Assess a Tailored Whole School Approach for a More Dynamic School Day in Dutch Primary Schools.
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 发起方
- 入组人数
- 980
- 主要终点
- process evaluation - questionnaire
研究概览
简要总结
A dynamic school day is a school day that involves regular interruptions of sedentary learning with moments of physical activity. Many Dutch primary schools have thus far not succeeded in making their school day more 'dynamic' .
In this project, the researchers will develop an educational innovation to support schools in the development of a dynamic school day that is tailored to their local context. To determine the effectiveness of the educational innovation, the researchers will study the implementation process and assess the effectiveness.
The research questions for the researcher project are:
- To what extend are school teams successful in the development and implementation of a tailored dynamic school day, and what are facilitating and hindering factors during implementation?
- What is the effect of the tailored dynamic school day on 8 - 12 year old pupils? Sedentary time and physical activity behavior, wellbeing and in class behavior will be assessed.
详细描述
Within this project, the researchers will develop an educational innovation to support Dutch primary schools in the development of a tailored dynamic school day. To asses the effectiveness we will conduct a hybrid effect- implementation trial. The researchers will therefore conduct a process evaluation and an effectiveness trial.
The research questions for the researcher project are:
- To what extend are school teams successful in the development and implementation of a tailored dynamic school day, and what are facilitating and hindering factors during implementation?
- What is the effect of the tailored dynamic school day on 8 - 12 year old pupils? Sedentary time and physical activity behavior, wellbeing and in class behavior will be assessed.
Study sample:
A total of 21 schools will be invited to participate in this study. Three schools have already successfully implemented a dynamic school day in their local context on their own initiative. Those schools are called 'expert schools'. The other 18 schools (6 located in Amsterdam, 6 located in Eindhoven, 6 located in Groningen) have not structurally implemented a dynamic school day. These 18 schools will be divided over 2 cohorts that will start developing their tailored dynamic school day over the course of the project.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 8 Years 至 99 Years（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •From participating 21 schools:
- •all teachers
- •a board member
- •all pupils from grade 4 - 8 (Dutch system, age 8 - 12)
排除标准
- 未提供
研究组 & 干预措施
Cohort 1
These schools will start the development of a tailored dynamic school day using the educational innovation in September 2024. The educational component consists of a number of face-to-face meetings. The implementation of the local plans will start September 2025.
干预措施: educational innovation dynamic school day (Other)
Cohort 2
these schools will start the development of a tailored dynamic school day using the e-learning version of the educational innovation in September 2025. The implementation of the local plans will start September 2026.
干预措施: e-learning on a dynamic school day (Other)
expert schools
These schools developed their own dynamic school day over the past 5 - 10 years without using the educational innovation.
干预措施: expert schools (Other)
结局指标
主要结局
process evaluation - questionnaire
时间窗: During the year of development (1st year of participation) 2 times (fall + spring school year). After that once a year (spring school year) until the end of the study which may be 2 or 3 years depending on the cohort.
Questionnaire on experiences with the implementation of the dynamic school day
Process evaluation - semi structured interview
时间窗: 1 time per year until the end of the study (spring school year) which is 2 or 3 years depending on the cohort
Semi structured interview on school policy focussed on aspects that are related to a dynamic school day
Process evaluation - observations within the school
时间窗: During the year of development (1st year of participation) 2 times (fall + spring school year). After that once a year (spring school year) until the end of the study which may be 2 or 3 years depending on the cohort.
Observations within 2 classrooms to assess physical activity behavior during the school day
Process evaluation - analysis of teaching schedules
时间窗: During the year of development (1st year of participation) 2 times (fall + spring school year). After that once a year (spring school year) until the end of the study which may be 2 or 3 years depending on the cohort.
Teacher schedules and overview of minutes of physical activity during the schoolday to assess how many active minutes are reached.
次要结局
- effect evaluation - wellbeing pupils(During the year of development (1st year of participation) 2 times (fall + spring school year). After that once a year (spring school year) until the end of the study which may be 2 or 3 years depending on the cohort.)
- effect evaluation - on-task behavior(During the year of development (1st year of participation) 2 times (fall + spring school year). After that once a year (spring school year) until the end of the study which may be 2 or 3 years depending on the cohort.)
- effect evaluation - physical activity behavior(During the year of development (1st year of participation) 2 weeks (fall + spring school year). After that one week per year (spring school year) until the end of the study which may be 2 or 3 years depending on the cohort.)