Accepted for/Published in: JMIR Research Protocols
Date Submitted: Jan 14, 2020
Date Accepted: Jun 15, 2020
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Randomised controlled multicomponent school-based intervention to promote physical activity and reduce sedentary time of disadvantaged children aged 6-10 years: Method/Study Design
ABSTRACT
Background:
The WHO recommends that children participate in at least 60 minutes of moderate to vigorous physical activity (MVPA) per day and reduce their sedentary time (ST) as much as possible. However, few studies have focused on the promotion of PA specifically among children from disadvantaged backgrounds. This study proposes to address this lack. The primary aim of the study was to evaluate the effectiveness of a multi-component school-based intervention designed to promote PA and reduce ST in disadvantaged 6-to-10-years-old children. This intervention was based on the socio-ecological model. The secondary aim was to study the relationships between PA, ST, motors skills, attentional abilities and academic achievement.
Methods:
This study was designed as a school-based randomised controlled trial with a longitudinal approach. The two eligible schools located in cities in the south of France participated in the study. During academic year 2016-2017, one school was randomly assigned as the experimental group and the other one was assigned as the control group. Five assessments times were used: baseline (T1: November 2016 - T2: June 2017); follow-up (T3: November 2017 - T4: June 2018) and final assessment (T5: June 2019). The Eurofit Test Battery was used for the evaluation of the global motor skills, and a cardiorespiratory fitness test was performed. Sustained attention, inhibition and cognitive flexibility were measured with a modified Flanker Task. Academic achievement was recorded. The school-based intervention included various components on different levels of the socio-ecological model: 1) curriculum-based program for children (individual action), 2) sensitization workshops and newsletters for parents (interpersonal action), 3) training workshops for teachers (interpersonal action), 4) environmental adaptation of playgrounds and reorganisation of recess time (environmental action), 5) time adaptation of lunch breaks (environmental action) and 6) collaboration with politics (political action). Discussion: The expected results will examine the effectiveness of this multi-component intervention strategy and its feasibility for deployment on a larger scale. The links between physical activity and cognition will be clarified. Trial registration: This study has been registered at ClinicalTrials.gov under the Identifier: NCT03983447.
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