Clinical Trial Details
— Status: Enrolling by invitation
Administrative data
| NCT number |
NCT06362655 |
| Other study ID # |
ANID/FONDECYT 2013/1230801 |
| Secondary ID |
|
| Status |
Enrolling by invitation |
| Phase |
N/A
|
| First received |
|
| Last updated |
|
| Start date |
April 1, 2023 |
| Est. completion date |
December 31, 2025 |
Study information
| Verified date |
April 2024 |
| Source |
Pontificia Universidad Catolica de Valparaiso |
| Contact |
n/a |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Interventional
|
Clinical Trial Summary
The ACtive BEhaviour in School Education (ACTIBESE) project aims to assess and intervene in
Chilean schoolchildren's active behaviours by examining the influence of personal,
interpersonal, and school factors. This study includes a cross-sectional and intervention
study involving 152 schools in the Valparaíso and Araucanía Regions, representing urban and
rural areas. Participants, divided into children (8-11 years old) and adolescents (12-17
years old), will undergo a comprehensive evaluation, including sociodemographic
characteristics, physical activity (PA) levels, parental and peer support, teaching styles of
the teachers, and school environment characteristics.
For the cross-sectional study, questionnaires, interviews, accelerometry, and pedometry will
be used to collect data on various factors influencing PA in schoolchildren. In the
intervention study, a 5-month continuous training program for teachers will be implemented,
focusing on improving teaching styles and enhancing teaching competencies related to physical
education and health classes. The program aims to positively affect schoolchildren's PA
indirectly through improved teaching practices.
The research will use mixed models, ANCOVA (Analysis of Covariance) , and logistic
regressions for data analysis, incorporating multilevel logistic regressions to account for
school-level dependencies. The study's outcomes will contribute valuable insights into the
complex interactions between school, interpersonal, and personal factors influencing
schoolchildren's PA, aiding the development of targeted interventions. This comprehensive
approach aligns with the project's goal of fostering a physically active lifestyle among
Chilean schoolchildren.
Description:
ACTIve BEhaviour in School Education project (ACTIBESE) is a project funded by the National
Agency for Research and Development (ANID) of the Chilean government (Code Nº: 1230801),
which seeks to investigate and propose useful tools to increase levels of Physical Activity
(PA) in schools. The project will consist of two parts: a cross-sectional study (first and
second years) and an intervention study (third year), over a period of three years.
Recruitment
An invitation to participate will be sent to the principals of the participating schools.
Once the schools agree to take part and are selected, a meeting will be held with both the
representatives of the administrative management authorities and the schoolteachers to
explain in detail the aims and stages of the project.
Subsequently, an informative meeting will be held with parents and schoolchildren using the
same terms. The groups will be divided by age: children from grades 3-6 of primary school
(8-11 years old) and adolescents from grade 7 of primary school to grade 2 of secondary
school (12-16 years old).
Cross-sectional study
This study will determine the school factors associated with Active Behaviour (AB) in
schoolchildren. These include teaching styles, teaching training, teacher perception of
Physical Education (PE), and characteristics of the school and curriculum:
school-environmental, spaces to play, infrastructure, recess, time dedicated and weekly
frequency of PE, contents, topics, etc. This information will be obtained through qualitative
questionnaires administered to schoolteachers. Additionally, the association between social
factors and AB in schoolchildren will be studied. This will be determined through
standardized questionnaires for parents. In addition, personal factors (i.e., motivation for
PE, perception of PE, built-environment perception, and barriers to PA) will be evaluated
using qualitative instruments (questionnaires). The outcomes of AB in schoolchildren will be
evaluated using device-based methods (accelerometers and pedometers).
Intervention study
1. Assessment: This consists of applying the evaluation instruments to schoolteachers:
Need-Supportive Teaching Style Scale (NSTSS), interviews, and focus group and
schoolchildren: Young Activity Profile (YAP) questionnaire, "Pedalea y Anda al Cole"
(PACO) questionnaire, accelerometry, pedometry, and barriers, both in the pre-test and
post-test, to the intervention and control groups. In addition, instruments for parents
(regarding interpersonal factors) will be used. The pre-test and post-test 1 correspond
to the evaluation of the intervention process. Post-test 2 will evaluate the effect of
the intervention through a follow-up process.
2. Intervention: The "teaching training" program consists of weekly class sessions
addressed to teachers, where topics will be discussed to improve educational practices
in Physical Education and Health (PEaH) classes, such as teaching strategies, teaching
styles (productive style), recommendations for PA for children and the inclusion of the
socioecological model, incorporating all the actors of the school educational
environment. In addition, strategies are incorporated to stimulate the
self-determination theory (SDT). This activity will be conducted in person; however, it
will be changed to an online format according to the circumstances of the distance
between cities. The "application of learning" will be carried out, where the teachers
must apply the knowledge acquired in the teaching training to courses selected with a
weekly frequency of one or two days. The application will take place over a semester
(four months). To assess this implementation, pre-and post-tests will be carried out as
defined in the methodology. Additionally, the teachers will keep a "field notebook"
consisting of a record of the activities that go wrong or of complex situations that
require a solution when the Teaching Training is applied in the chosen courses. Parallel
to the problem, a solution or activity must be proposed to solve the difficulties that
have arisen. Additionally, in the Teaching Training classes, teachers will be asked to
attend various "workshops" on topics associated with AB and PEaH to diversify learning.
To strengthen the process of applying these lessons, at least two mentoring sessions
will be presented to the PEaH classes to resolve doubts, see the implementation of the
changes, and understand the reality that schoolteachers face.
This activity will be conducted in person; however, if the circumstances prohibit
in-person meetings, it will be changed to an online format. In addition, regular "online
meetings" will be established for schoolteachers to resolve questions and establish
approaches, share ideas and concerns, and jointly resolve difficulties imposed on
schoolwork or how to implement the different strategies learned in teaching training.
This activity will take place every two weeks.
3. Follow-up: In this phase, teaching materials will be delivered to teachers to be applied
during classes. In addition, there will be an observational follow-up to the process, a
field notebook will be used, and two process evaluations will be conducted every six
weeks from Post-test 1 through "mentoring." Additionally, a support web page will be
created with help materials, and an app will be created for schoolteachers and
schoolchildren to allow us to monitor the intervention.
