Effects of Physical Activity on Math - an RCT

Physical Activity Clinical Trial

Official title:

Effects of a School-based Physical Activity Intervention on Math Achievement - A Randomized Controlled Trial

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT02488460
• Other study ID #: h5vadgyk
• Status: Completed
• Phase: N/A
• First received: June 8, 2015
• Last updated: July 1, 2015
• Start date: August 2012
• Est. completion date: July 2013

Study information

• Verified date: June 2015
• Source: University of Southern Denmark
• Contact: n/a
• Is FDA regulated: No
• Health authority: Denmark: Ethics Committee
• Study type: Interventional

Clinical Trial Summary

Background

Increased physical activity can improve cognition and academic skills. However due to economic concerns and increasing focus on standardized testing, PA in schools often receives little attention and physical education is reduced in many countries in favor of spending more time devoted to academic classes. This tendency is not compatible with the increasing evidence for the association between physical activity, fitness, cognitive and academic performance.

Despite increasing evidence for the association between PA, fitness, cognitive and academic performance, very few longitudinal high-quality studies exists examining the effect of physical activity on academic performance (ref.). Furthermore, to the best of our knowledge only two studies have assessed academic outcomes following the integration of physical activity into the classroom with intervention participants scoring significantly higher in test sections compared to controls which makes generalizing from these results challenging.

To promote policy changes that require more physical activity in school, empirical data are needed to study the effects of school-based physical activity programs. Therefore the investigators carried out a cluster randomized controlled trial conducted to examine the effect on math achievement and executive functions of classroom based PA in math.

Description:

Study Design

Twelve elementary schools were cluster randomized to the active math intervention or served as control. Randomization was performed by shuffling sealed envelopes with intervention allocation inside to determine group assignment. This happened in a meeting where the leaders of the schools, employees at the municipalities and the responsible researcher were present. The study lasted for a school year (43 weeks) and the subjects were tested before and after the nine-month long intervention.

All tests were performed within one week except for the objective measurement of physical activity (PA) via accelerometer (ActiGraph, 7163, Pensacola, FL), which took place in a separate week, just before baseline and endline. In the intervention period (38 weeks) the participants received on average 6 mathematics lessons of 45 minutes per week with respectively physically active and traditional teaching.

The intervention

The intervention consisted of math teaching focusing on implementing PA in the classroom as a facilitating instrument. Teachers were told to include at least 15 minutes of physical activity in each 45 minutes math lesson. In addition sedentary activities were only allowed to last for maximum 20 minutes. Classroom-based PA had the aim of creating a meaningful binding between the mathematical concepts and a specific physical activity to improve mental representation of mathematics and thus contribute to understanding and memory of the mathematical concepts.

Classroom teacher training for implementation of the intervention

Training was provided to math teachers at each intervention school in a course given by the responsible group of researchers. The training was planned in collaboration between mathematics teachers in the intervention schools and the responsible group of researchers and was based on the curriculum for mathematics in Danish public schools. The planning of the teaching content took place on a 4-day mandatory course for all mathematics teachers with the purpose to enable the teachers to teach active mathematics and thereby to promote the math achievement.

As part of the course the teachers received a folder with suggestions for PA in math made by the responsible group of researchers. In addition they developed activities with specific instructions and inspiration for how teachers could incorporate PA as an element of academic instruction. Since the teacher's motivation and involvement can influence the outcome of the study, emphasis was placed on creating high motivation in the course by increasing understanding of the numerous positive cognitive effects of PA.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 545
• Est. completion date: July 2013
• Est. primary completion date: July 2013
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: Both
• Age group: 6 Years to 8 Years

Eligibility

Inclusion Criteria:

• 1st Grade primary school children on public schools

Exclusion Criteria:

• Physical disabilities

• No written informed consent from parents

Study Design

Allocation: Randomized, Endpoint Classification: Efficacy Study, Intervention Model: Factorial Assignment, Masking: Single Blind (Subject), Primary Purpose: Prevention

Related Conditions & MeSH terms

• Academic Acheivement
• Physical Activity

Intervention

Behavioral:
• Physically active math lessons
The intervention consists of a nine month period with physical activity as part of, and integrated, in math lessons

Locations

Country	Name	City	State
n/a

Sponsors (2)

Lead Sponsor	Collaborator
University of Southern Denmark	IMK Fonden

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Math Skills, as measured by a 45-minute standardized math test specifically designed for this age group by the developer of the Danish national tests (MG) (Hoegrefe Forlag).	During the first three weeks prior to randomization and intervention, and the last two weeks of the protocol after the intervention period.	Change from Baseline Math Skills at 9 months	No
Secondary	Cardiovascular Fitness, as measured by intermittent shuttle-run test (the Andersen intermittent running test).	During the first three weeks prior to randomization and intervention, and the last two weeks of the protocol after the intervention period.	Change from Baseline Cardiovascular Fitness at 9 months	No
Secondary	Body height as measured without shoes to the nearest 0.5 cm using Harpenden stadiometer (West Sussex, UK). Body mass as measured in light clothing to the nearest 0.1 kg using an electronic scale (Tanita BWB-800, Tokyo, Japan).	During the first three weeks prior to randomization and intervention, and the last two weeks of the protocol after the intervention period.	Change from Baseline Body Composition at 9 months	No
Secondary	Activity Behavior as measured by questionnaires sent via SMS	Once a week during the 9 month long intervention, the parents answered questions concerning the children's PA in leisure time and transportation to school.	Short Message Service from the parents of the participant during the nine month long intervention period	No
Secondary	Objective Physical Activity level, as measured by using accelerometry (ActiGraph, GT3X and GT3X+)	During the first three weeks prior to randomization and intervention, and the last two weeks of the protocol after the intervention period.	Change from Baseline Objective Physical Activity level at 9 months	No
Secondary	Physical Activity during Math Lessons, as measured by using accelerometry (ActiGraph, GT3X and GT3X+)	During the first three weeks prior to randomization and intervention, and the last two weeks of the protocol after the intervention period.	Change from Baseline Objective Physical Activity level during math lessons at 9 months	No
Secondary	Executive Functions, as measured by a modified Eriksen flanker task	During the first three weeks prior to randomization and intervention, and the last two weeks of the protocol after the intervention period.	Change from Baseline Executive Functions at 9 months	No
Secondary	Creativity, as measured by the Torrance Test of Creativity	During the first three weeks prior to randomization and intervention, and the last two weeks of the protocol after the intervention period.	Change from Baseline Creativity at 9 months	No
Secondary	Teacher Motivation, as measured by Short Message Service	Once every month the teacher answers how motivated they feel to integrate PA in to the Math lessons	Short Message Service during the last 6 months of the intervention period	No
Secondary	Excutive function, as measured by the BRIEF-questionnaire	During the first three weeks prior to randomization and intervention, and the last two weeks of the protocol after the intervention period.	Change from Baseline Executive Functions at 9 months	No