Impact of the MOVI-OLE! [Open Learning Environment] Intervention on Reducing Sedentary Behaviour and Improving Well-being and Cognition in Schools (MOVI-OLE!)
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 发起方
- 入组人数
- 500
- 试验地点
- 2
- 主要终点
- Sedentary time in classroom
研究概览
简要总结
This study will evaluate the effectiveness of MOVI-OLE! (Open Learning Environment), a school-based intervention designed to reduce sedentary time and enhance multiple aspects of child development, including cognitive function, physical fitness, body composition, psychological well-being, and student engagement. The intervention combines dynamic classroom furniture with student-centered teaching practices. Additionally, a qualitative component will explore how students, teachers, and families perceive the feasibility and acceptability of implementing MOVI-OLE! in real-world school settings.
详细描述
This study builds on a series of previous school-based interventions (MOVI, MOVI-KIDS, MOVI-da10!, MOVI-HIIT) developed by the research team to promote physical activity and improve health outcomes in children across different educational stages. The new intervention, MOVI-OLE! (Open Learning Environments), aims to address high levels of sedentary behavior during the school day-a growing public health concern associated with poor cardiometabolic health, reduced attention span, and lower psychological well-being in children.
MOVI-OLE! introduces structural and pedagogical changes in the classroom by implementing dynamic learning zones-areas with mobile desks, active seating (e.g., stability balls, stools), standing desks, and wall-mounted writable boards. These physical modifications are supported by teacher training in student-centered pedagogy to promote an active and participatory learning environment.
The intervention will be evaluated through a stepped-wedge cluster randomized controlled trial involving 10 public primary schools in Ciudad Real, Spain. All schools will eventually implement the intervention but in a staggered sequence across two academic years. The primary study population includes students aged 10-12 years (5th and 6th grades of primary education). A pilot phase will precede the main trial to test feasibility and refine procedures.
A mixed-methods approach will be used to assess the impact of the intervention on behavioral, physical, cognitive, emotional, and academic outcomes, as well as to explore perceptions from students, teachers, and families regarding implementation challenges and facilitators.
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
- Double (Investigator, Outcomes Assessor)
入排标准
- 年龄范围
- 9 Years 至 13 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Schools in Ciudad Real (Castilla-La Mancha region) with at least one classroom in both 5rd and 6th grades of Primary Education.
- •Schools currently involved in educational innovation projects that aim to transform classrooms and apply student-centered pedagogical approaches.
- •Schools whose School Council has approved participation in the MOVI-OLE! intervention and in baseline and final evaluations.
- •Students enrolled in 5rd or 6th grade of Primary Education.
- •Students without any condition that, according to families, pediatricians, or teachers, prevents participation in the MOVI-OLE! intervention.
- •Students with signed informed consent from a parent or legal guardian for participation in the study activities and assessments.
- •Students who verbally agree to participate in baseline and final physical assessments.
排除标准
- 未提供
研究组 & 干预措施
Traditional Classroom (Control Group)
Students in the control group will continue with their usual classroom activities and teaching methodology, without any changes to the furniture or pedagogical approaches during the first year of the study. Teachers in the control group schools will be asked to maintain their standard teaching practices throughout the control period. Traditional classrooms consist of conventional desks and chairs arranged in rows facing the front, with teaching generally teacher-centered. Students usually work individually on assigned tasks.
For ethical and motivational reasons, this control group will receive the intervention starting in the second academic year.
MOVI-OLE! -Open Learning Environment- (Intervention Group)
Students in the intervention group will experience a classroom environment modified with furniture designed to promote physical activity, alongside the implementation of student-centered teaching methodologies (MOVI-OLE!). Teachers in the intervention group schools will be trained and supported to apply these new methodologies during the school day throughout the study period. The research team will monitor the implementation and provide ongoing assistance to ensure fidelity to the intervention.
干预措施: MOVI-OLE intervention (Behavioral)
结局指标
主要结局
Sedentary time in classroom
时间窗: Two academic years
measured using accelerometers to record sitting/lying, standing, and walking time during classroom activities. Data are expressed as minutes per child during classroom time; higher values of sedentary time indicate greater inactivity.
Sedentary Behavior in Classroom
时间窗: Two academic years
measured in a randomly selected subsample using the Portable Ergonomic Observation Method. Observers will record and classify postures (sitting, standing, walking) during classroom time using real-time coding and/or video recordings. Minutes per child per posture category; higher sitting time indicates more sedentary behavior.
Inhibition/Attention
时间窗: Two academic years
inhibitory control and attention will be measured using the Flanker Inhibitory Control and Attention Test. Children complete practice trials followed by a block of congruent and incongruent trials. Outcomes include reaction time, accuracy, and raw scores, with higher scores indicating better inhibitory control and attentional performance.
Working memory
时间窗: Two academic years
working memory will be assessed using the List Sorting Working Memory Test. Children are required to recall and sequence items presented visually and orally, with task difficulty increasing progressively. Outcomes include raw scores, with higher scores indicating better working memory performance.
Cognitive flexibility
时间窗: Two academic years
cognitive flexibility will be assessed using the Dimensional Change Card Sort Test. Children classify stimuli based on color or shape, with blocks assessing both pre-switch and post-switch performance. Outcomes include reaction time, accuracy, and raw scores, with higher scores reflecting greater cognitive flexibility.
Academic performance
时间窗: Two academic years
academic grades provided by the school in various subjects, comparing the year prior to the intervention and during the intervention years.
Mental health
时间窗: Two academic years
measured with questionnaire such as Revised Children's Anxiety and Depression Scale. This standardized questionnaire assesses a range of anxiety and depression symptoms in children. Responses are rated on a 4-point Likert scale, and scores are converted to age- and sex-normed T-scores. T-scores ≥65 indicate borderline clinical levels, and scores ≥70 indicate clinically significant symptoms.
Health-related quality of life
时间窗: Two academic years
measured with questionnaire KIDSCREEN. This standardized instrument evaluates physical, psychological, and social dimensions of well-being in children and adolescents. Items are rated on 5-point Likert scales, and scores are transformed into T-scores. Higher T-scores indicate better HRQoL.
Engagement in the teaching-learning process in students
时间窗: Two academic years
student engagement (based on the Achievement Beliefs Scale for Children). This self-report instrument evaluates motivational and cognitive components of academic engagement in children, such as effort, persistence, and beliefs about success. Items are rated on Likert-type scales, with higher scores indicating greater levels of engagement.
Engagement in the teaching-learning process in teachers
时间窗: Two academic years
teacher personal efficacy (Utrecht Work Engagement Scale; UWES). This self-report questionnaire measures work engagement through three dimensions: vigor, dedication, and absorption. Items are rated on a 7-point Likert scale. Higher scores indicate greater work engagement and perceived efficacy.
Energy expenditure in classroom in different postures
时间窗: Two academic years
estimation of oxigen (O2) consumption during lessons in traditional seated, dynamically seated and standing desks will be assessed in a a randomly selected subsample. It wil be estimated the O2/hour consumption using a K5 COSMED (Oxycon Mobile system; CareFusion) wireless portable metabolic analyzer.
次要结局
- Weight(Two academic years)
- Height(Two academic years)
- Body mass index (BMI)(Two academic years)
- Body composition(Two academic years)
- Blood pressure.(Two academic years)
- Physical activity and sleep(Two academic years)
- Cardiorespiratory fitness(Two academic years)
- Muscular Strength(Two academic years)
- Speed-Agility(Two academic years)
- Self-Reported Neck and Back Pain(Two academic years)
- Perceptions of the MOVI-OLE! Intervention(Two academic years)
- Birth and Perinatal Data(Baseline)
- Parental Weight and BMI(Baseline)
- Recreational Sedentary Behavior and Screen Time(Baseline)
- Eating Habits(Baseline)