Attention Capacity and Before-school Physical Activity Intervention Program
- Conditions
- Attention Deficit Hyperactivity DisorderBehaviorChild BehaviorPhysical Activity
- Interventions
- Behavioral: Active-Start interventionBehavioral: No Intervention
- Registration Number
- NCT03893149
- Lead Sponsor
- Universidad Santo Tomas
- Brief Summary
Despite the evidence and the potential of physical activity related to cognition and academic performance in children, the effects of a before-school physical activity program on these parameters remains unknown.
- Detailed Description
Despite public health concerns and the extensively documented health benefits of physical activity, a large proportion of Chilean children do not meet the physical activity recommendations (Aguilar-Farias et al., 2018). Since most children spend a majority of their waking hours at school, this environment is appropriate for the implementation of preventive interventions, particularly those that include activities promoting physical activity (Naylor \& McKay, 2009). With the absence of opportunities for physical activity during the school day, before-school programs have become a popular option to help children increasing their physical activity levels (Stylianou, van der Mars, et al., 2016). Although several recent studies support a positive effect of before school-based physical activity on health (Westcott, Puhala, Colligan, Loud, \& Cobbett, 2015), less literature has evaluate the cognitive outcomes (Stylianou, Kulinna, et al., 2016) such as attention capacity.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 150
- All students in fourth grade (aged 8-10 years)
- Children's parents/caregivers will give their written consent to the children's participation.
- Collaboration in the family to respond to questionnaires
- Children with some physical pathology or medical contraindication to perform physical exercise
- Diagnosed with learning disabilities or mental disorders
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Active-Start intervention No Intervention Supervised exercise training Active-Start intervention Active-Start intervention Supervised exercise training
- Primary Outcome Measures
Name Time Method Selective attention Change from Baseline and 8-weeks immediately after the interventions ends The D2- Test were used as indicators of selective attention
- Secondary Outcome Measures
Name Time Method Fat free mass Change from Baseline and 8-weeks immediately after the interventions ends Was recorded by bioelectrical impedance analysis
Muscular strength Change from Baseline and 8-weeks immediately after the interventions ends The handgrip test, each child performed the test twice with each hand, and the maximum value of each hand was taken and averaged
Standing long jump test Change from Baseline and 8-weeks immediately after the interventions ends The longest attempt from 3 was recorded (centimeters) and multiplied by the body weight to obtain an absolute measurement
Cardiorespiratory fitness Change from Baseline and 8-weeks immediately after the interventions ends Cardiorespiratory fitness was assessed through the 20-m shuttle-run test and the total number of completed laps was registered
Blood pressure Change from Baseline and 8-weeks immediately after the interventions ends Blood pressure was recorded by a automatic sphygmomanometer with the arm supported at heart level after sitting quietly for 10 min
Waist circumference Change from Baseline and 8-weeks immediately after the interventions ends Waist circumference was measured in the horizontal plane at the superior border of the right iliac crest.
Body fat percentage Change from Baseline and 8-weeks immediately after the interventions ends Was recorded by bioelectrical impedance analysis
Academic performance Change from Baseline and 8-weeks immediately after the interventions ends Was recorded by 2018-2019 year final exam scores
Body mass index Change from Baseline and 8-weeks immediately after the interventions ends Weight and height were used to calculate BMI (weight in kilograms divided by the square of height in meters).
4x10-m shuttle-run test Change from Baseline and 8-weeks immediately after the interventions ends The speed-agility was assessed twice using the 4 x 10-m shuttle-run test and the fastest completion time (seconds) was recorded
Executive function Change from Baseline and 8-weeks immediately after the interventions ends The D2- Test were used as indicators of cognitive flexibility
Mediterranean diet Change from Baseline and 8-weeks immediately after the interventions ends This information was self-reported by the children withguided assistance by a trained psychologis with Mediterranean diet (Kidmed) tool
Trial Locations
- Locations (1)
Universidad de Santiago de Chile
🇨🇱Santiago de Chile, Chile