Academic AcheivementNCT02488460
Effects of Physical Activity on Math - an RCT
A study testing Physically active math lessons in people with Academic Acheivement and Physical Activity, run by University of Southern Denmark.
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. Read more about this study
- Who is it for?
- Ages 6 to 8 yearsHealthy volunteers can take part
- Conditions the study is for
- Academic Acheivement, Physical Activity
- What is being tested?
- Physically active math lessons
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 545 participants
- Where
- No sites listed yet
- Study dates
- Aug 2012to Jul 2013
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 6 to 8 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- 1st Grade primary school children on public schools
Who cannot join
- Physical disabilities
- No written informed consent from parents
About this study
Official title: Effects of a School-based Physical Activity Intervention on Math Achievement - A Randomized Controlled Trial
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.
Read more
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.
Read the detailed 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.
- Conditions
- Academic Acheivement, Physical Activity
- Being tested
- Physically active math lessons
- Keywords
- Motor Activity, Cognition, Academic Acheivement, Preadolescent Children
- Medical subject headings
- Motor Activity
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Physically active math lessonsBehavioural
The intervention consists of a nine month period with physical activity as part of, and integrated, in math lessons
| Study group | Role | What they receive |
|---|---|---|
| Normal math | No intervention | This arm serves as the control group receiving regular math lessons |
| Active math | Experimental | This arm serves as the intervention group receiving physically active math lessons Receives: Behavioral: Physically active math lessons |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: Change from Baseline Math Skills at 9 months
Secondary outcomes (9)
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.
Measured: Change from Baseline Cardiovascular Fitness at 9 months
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.
Measured: Change from Baseline Body Composition at 9 months
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.
Measured: Short Message Service from the parents of the participant during the nine month long intervention period
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.
Measured: Change from Baseline Objective Physical Activity level at 9 months
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.
Measured: Change from Baseline Objective Physical Activity level during math lessons at 9 months
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.
Measured: Change from Baseline Executive Functions at 9 months
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.
Measured: Change from Baseline Creativity at 9 months
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
Measured: Short Message Service during the last 6 months of the intervention period
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.
Measured: Change from Baseline Executive Functions at 9 months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted2 Jul 2015 (estimated)
- Study startAug 2012
- Primary completionJul 2013
- Study completionJul 2013
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (2)Papers the sponsor has linked to this study.
- Other trials for Academic AcheivementStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Factorial
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 545 participants (actual)
Sponsor and investigators
- Lead sponsor
- University of Southern Denmark
- Sponsor type
- University, hospital or other
- Collaborators
- IMK Fonden
- Responsible party
- Principal investigator, Mona Have, University of Southern Denmark
- Investigators
- Mona H. Sørensen, PhD Fellow, Principal investigator, University of Southern Denmark
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT02488460
- Sponsor's protocol ID
- h5vadgyk
- Status last verified
- Jun 2015
- First submitted
- 8 Jun 2015
- Last updated
- 2 Jul 2015
- Results posted
- No
- Data monitoring committee
- Yes
Publications
Siersbaek GM, Have M, Wedderkopp N. The Effect of Leisure Time Sport on Executive Functions in Danish 1st Grade Children. Children (Basel). 2022 Sep 23;9(10):1458. doi: 10.3390/children9101458.
PubMed 36291397Have M, Nielsen JH, Gejl AK, Thomsen Ernst M, Fredens K, Stockel JT, Wedderkopp N, Domazet SL, Gudex C, Grontved A, Kristensen PL. Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement. BMC Public Health. 2016 Apr 11;16:304. doi: 10.1186/s12889-016-2971-7.
PubMed 27068574
Study at a glance
From the registry record, last updated by the sponsor on 2 Jul 2015. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of a School-based Physical Activity Intervention on Math Achievement - A Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT02488460
- Acronym / sponsor ID
- h5vadgyk
- Conditions
- Academic Acheivement, Physical Activity
- Keywords
- Motor Activity, Cognition, Academic Acheivement, Preadolescent Children
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 545 participants (actual)
- Lead sponsor
- University of Southern DenmarkUniversity, hospital or other
- Collaborators
- IMK Fonden
- Study start
- Aug 2012
- Primary completion
- Jul 2013 (actual)
- Study completion
- Jul 2013 (actual)
- First posted
- 2 Jul 2015 (estimated)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed 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.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Factorial
- Masking
- Single blind (participant)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Normal math | No intervention | –This arm serves as the control group receiving regular math lessons |
| Active math | Experimental | Behavioral: Physically active math lessonsThis arm serves as the intervention group receiving physically active math lessons |
Who may qualify
- Ages
- 6 to 8 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (1 listed)
- 1st Grade primary school children on public schools
Key exclusion criteria (2 listed)
- Physical disabilities
- No written informed consent from parents
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Physically active math lessonsThe intervention consists of a nine month period with physical activity as part of, and integrated, in math lessons | Behavioural | Active math |
Primary outcome
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).
Time frame: Change from Baseline Math Skills at 9 months
During the first three weeks prior to randomization and intervention, and the last two weeks of the protocol after the intervention period.
9 secondary outcomes
Cardiovascular Fitness, as measured by intermittent shuttle-run test (the Andersen intermittent running test).
Time frame: Change from Baseline Cardiovascular Fitness at 9 months
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).
Time frame: Change from Baseline Body Composition at 9 months
Activity Behavior as measured by questionnaires sent via SMS
Time frame: Short Message Service from the parents of the participant during the nine month long intervention period
Objective Physical Activity level, as measured by using accelerometry (ActiGraph, GT3X and GT3X+)
Time frame: Change from Baseline Objective Physical Activity level at 9 months
Physical Activity during Math Lessons, as measured by using accelerometry (ActiGraph, GT3X and GT3X+)
Time frame: Change from Baseline Objective Physical Activity level during math lessons at 9 months
Executive Functions, as measured by a modified Eriksen flanker task
Time frame: Change from Baseline Executive Functions at 9 months
Creativity, as measured by the Torrance Test of Creativity
Time frame: Change from Baseline Creativity at 9 months
Teacher Motivation, as measured by Short Message Service
Time frame: Short Message Service during the last 6 months of the intervention period
Excutive function, as measured by the BRIEF-questionnaire
Time frame: Change from Baseline Executive Functions at 9 months
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 2 Jul 2015.
- Derived from this study: PubMed 36291397Siersbaek GM, Have M, Wedderkopp N. The Effect of Leisure Time Sport on Executive Functions in Danish 1st Grade Children. Children (Basel). 2022 Sep 23;9(10):1458. doi: 10.3390/children9101458.
- Derived from this study: PubMed 27068574Have M, Nielsen JH, Gejl AK, Thomsen Ernst M, Fredens K, Stockel JT, Wedderkopp N, Domazet SL, Gudex C, Grontved A, Kristensen PL. Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement. BMC Public Health. 2016 Apr 11;16:304. doi: 10.1186/s12889-016-2971-7.
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The Effects of Breathing Exercises on Exam Anxiety, Attention Deficit, and Academic Achievement in Students Preparing for University Entrance Exams
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Mona H. Sørensen, PhD Fellow principal investigator
University of Southern Denmark
Questions about this trial
What is this clinical trial studying?
A study testing Physically active math lessons in people with Academic Acheivement and Physical Activity, run by University of Southern Denmark.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 2 Jul 2015. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
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). (time frame: Change from Baseline Math Skills at 9 months). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT02488460, which also lists 2 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 2 Jul 2015.