A Cluster-randomized Controlled Trial Evaluating the Effect of Increased Physical Education and Physical Activity on Adolescents' Physical and Mental Health, Academic Performance and Learning Environment
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 2,045
- 试验地点
- 2
- 主要终点
- Mean physical activity level
研究概览
简要总结
This study evaluates the effect of 120 minutes extra of physical education (PE) or physical activity (PA) on adolescents' physical health, mental health, academic performance and learning environment. This is a cluster-randomized controlled trial with three arms, where the participants in two of the groups will have different models of increased PE/PA during the school week, whereas the participants in the third arm is the control group including current practice.
详细描述
This is a school-based, three-arm cluster randomized controlled trial (RCT) recruiting adolescents from secondary schools in Norway. Adolescents (aged 14-15 years) were the unit of analysis, and schools (clusters) were randomly assigned to one of three conditions:
- the physical active learning group (PAL-group), where the schools each week include one additional physical education (PE) lesson, 30 minutes of physical active learning, and 30 minutes of physical activity (intervention condition);
- the don't worry - be happy group (DWBH-group), where the schools include one new activity class (60 minutes: Be Happy class) and one additional PE-class (60 minutes: Don't Worry class) per week (intervention condition);or
- current practice (control condition). An identical set of outcome measures are taken from all participants at baseline, and approximately 12 months after the baseline measures, when the participants were at the end of year 9
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
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Subjects enrolled in 9th grade
排除标准
- 未提供
研究组 & 干预措施
Physical active learning (PAL)
Three components:
- Physical education (60 minutes)
- Physical active learning (30 minutes)
- Physical activity (30 minutes)
干预措施: Physical education (Behavioral)
Physical active learning (PAL)
Three components:
- Physical education (60 minutes)
- Physical active learning (30 minutes)
- Physical activity (30 minutes)
干预措施: Physical active learning (Behavioral)
Physical active learning (PAL)
Three components:
- Physical education (60 minutes)
- Physical active learning (30 minutes)
- Physical activity (30 minutes)
干预措施: Physical activity (Behavioral)
Don't worry - be happy
Two components:
- Physical education (60 minutes) - don't worry class
- Physical activity (60 minutes) - be happy class
干预措施: Physical education (Behavioral)
Don't worry - be happy
Two components:
- Physical education (60 minutes) - don't worry class
- Physical activity (60 minutes) - be happy class
干预措施: Be happy (Behavioral)
Control group
Current practice
结局指标
主要结局
Mean physical activity level
时间窗: Measured baseline and after 12 months
The participants mean physical activity level measured by accelerometers
次要结局
- Time spent in moderate-to-vigorous physical activity (MVPA)(Measured baseline and after 12 months)
- Time spent sedentary(Measured baseline and after 12 months)
- Sedentary behaviour(Measured baseline and after 12 months)
- Upper limb strength(Measured baseline and after 12 months)
- Explosive strength in the lower body(Measured baseline and after 12 months)
- Abdominal muscle endurance(Measured baseline and after 12 months)
- Cardiorespiratory fitness(Measured baseline and after 12 months)
- Overall psychosocial problems and strengths(Measured baseline and after 12 months)
- Adolescents' subjective health and well-being(Measured baseline and after 12 months)
- Academic performance in reading(Measured baseline and after 9 months)
- Academic performance in numeracy(Measured baseline and after 9 months)
- The adolescents domain specific self-evaluation of competence or adequacy(Measured baseline and after 12 months)
- Symptoms of anxiety and depression(Measured baseline and after 12 months)
- Learning environment in the classroom(Measured baseline and after 12 months)
- School environment(Measured baseline and after 12 months)
研究者
Elin Kolle
Vice rector
Norwegian School of Sport Sciences