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Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial – the School in Motion study

BACKGROUND: School-based physical activity interventions evaluating the effect on academic performance usually includes children. We aimed to investigate the effect of a nine-month, school-based physical activity intervention titled School in Motion (ScIM) on academic performance in adolescents. MET...

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Autores principales: Solberg, Runar Barstad, Steene-Johannessen, Jostein, Anderssen, Sigmund Alfred, Ekelund, Ulf, Säfvenbom, Reidar, Haugen, Tommy, Berntsen, Sveinung, Åvitsland, Andreas, Lerum, Øystein, Resaland, Geir Kåre, Kolle, Elin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8101111/
https://www.ncbi.nlm.nih.gov/pubmed/33957895
http://dx.doi.org/10.1186/s12889-021-10901-x
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author Solberg, Runar Barstad
Steene-Johannessen, Jostein
Anderssen, Sigmund Alfred
Ekelund, Ulf
Säfvenbom, Reidar
Haugen, Tommy
Berntsen, Sveinung
Åvitsland, Andreas
Lerum, Øystein
Resaland, Geir Kåre
Kolle, Elin
author_facet Solberg, Runar Barstad
Steene-Johannessen, Jostein
Anderssen, Sigmund Alfred
Ekelund, Ulf
Säfvenbom, Reidar
Haugen, Tommy
Berntsen, Sveinung
Åvitsland, Andreas
Lerum, Øystein
Resaland, Geir Kåre
Kolle, Elin
author_sort Solberg, Runar Barstad
collection PubMed
description BACKGROUND: School-based physical activity interventions evaluating the effect on academic performance usually includes children. We aimed to investigate the effect of a nine-month, school-based physical activity intervention titled School in Motion (ScIM) on academic performance in adolescents. METHODS: Thirty secondary schools in Norway were cluster-randomized into three groups: the Physically active learning (PAL) group (n = 10), the Don’t worry – Be Happy (DWBH) group (n = 10) or control (n = 10). Target dose in both intervention groups was 120 min/week of additional PA during school hours. Parental consent was obtained from 2084 adolescent students (76%). Standardized national tests in reading and numeracy was conducted at baseline and at the end of the intervention. We used linear mixed model to test intervention effects. We found significant intervention effects in numeracy and reading among students in both interventions when compared with controls. RESULTS: The mean difference in change in numeracy was 1.7 (95% CI: 0.9 to 2.5; Cohen’s d = 0.12) and 2.0 (95% CI: 1.4 to 2.7; Cohen’s d = 0.23) points in favour of students in the PAL and DWBH intervention, respectively. Similar results were found for reading, where the mean difference in change was 0.9 (95% CI 0.2 to 1.6; Cohen’s d = 0.06) and 1.1 (95% CI 0.3 to 1.9; Cohen’s d = 0.18) points in favour of students in the PAL and DWBH intervention, respectively. When conducting intention to treat analysis with imputed data the estimates were attenuated and some no longer significant. CONCLUSION: The ScIM study demonstrates that two different school-based PA interventions providing approximately 120 min of additional PA weekly over nine months, significantly improved numeracy and reading performance in 14-year old students compared with controls. However, the results should be interpreted with caution as the effect sizes reported were very small or small and the estimates were attenuated when conducting intention to treat analysis. Despite this, our results are still positive and suggest that PA interventions are viable models to increase academic performance among adolescents. TRIAL REGISTRATION: Retrospectively registered (25/01/2019): NCT03817047.
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spelling pubmed-81011112021-05-06 Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial – the School in Motion study Solberg, Runar Barstad Steene-Johannessen, Jostein Anderssen, Sigmund Alfred Ekelund, Ulf Säfvenbom, Reidar Haugen, Tommy Berntsen, Sveinung Åvitsland, Andreas Lerum, Øystein Resaland, Geir Kåre Kolle, Elin BMC Public Health Research BACKGROUND: School-based physical activity interventions evaluating the effect on academic performance usually includes children. We aimed to investigate the effect of a nine-month, school-based physical activity intervention titled School in Motion (ScIM) on academic performance in adolescents. METHODS: Thirty secondary schools in Norway were cluster-randomized into three groups: the Physically active learning (PAL) group (n = 10), the Don’t worry – Be Happy (DWBH) group (n = 10) or control (n = 10). Target dose in both intervention groups was 120 min/week of additional PA during school hours. Parental consent was obtained from 2084 adolescent students (76%). Standardized national tests in reading and numeracy was conducted at baseline and at the end of the intervention. We used linear mixed model to test intervention effects. We found significant intervention effects in numeracy and reading among students in both interventions when compared with controls. RESULTS: The mean difference in change in numeracy was 1.7 (95% CI: 0.9 to 2.5; Cohen’s d = 0.12) and 2.0 (95% CI: 1.4 to 2.7; Cohen’s d = 0.23) points in favour of students in the PAL and DWBH intervention, respectively. Similar results were found for reading, where the mean difference in change was 0.9 (95% CI 0.2 to 1.6; Cohen’s d = 0.06) and 1.1 (95% CI 0.3 to 1.9; Cohen’s d = 0.18) points in favour of students in the PAL and DWBH intervention, respectively. When conducting intention to treat analysis with imputed data the estimates were attenuated and some no longer significant. CONCLUSION: The ScIM study demonstrates that two different school-based PA interventions providing approximately 120 min of additional PA weekly over nine months, significantly improved numeracy and reading performance in 14-year old students compared with controls. However, the results should be interpreted with caution as the effect sizes reported were very small or small and the estimates were attenuated when conducting intention to treat analysis. Despite this, our results are still positive and suggest that PA interventions are viable models to increase academic performance among adolescents. TRIAL REGISTRATION: Retrospectively registered (25/01/2019): NCT03817047. BioMed Central 2021-05-06 /pmc/articles/PMC8101111/ /pubmed/33957895 http://dx.doi.org/10.1186/s12889-021-10901-x Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Solberg, Runar Barstad
Steene-Johannessen, Jostein
Anderssen, Sigmund Alfred
Ekelund, Ulf
Säfvenbom, Reidar
Haugen, Tommy
Berntsen, Sveinung
Åvitsland, Andreas
Lerum, Øystein
Resaland, Geir Kåre
Kolle, Elin
Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial – the School in Motion study
title Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial – the School in Motion study
title_full Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial – the School in Motion study
title_fullStr Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial – the School in Motion study
title_full_unstemmed Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial – the School in Motion study
title_short Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial – the School in Motion study
title_sort effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial – the school in motion study
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8101111/
https://www.ncbi.nlm.nih.gov/pubmed/33957895
http://dx.doi.org/10.1186/s12889-021-10901-x
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