Sedentary BehaviorMOVI-OLE!NCT07103343
MOVI-OLE! [Open Learning Environments]
A study testing MOVI-OLE intervention in people with Sedentary Behavior and Physical Activity, run by University of Castilla-La Mancha at 1 site in Spain.
Trial summary
This study will evaluate the effectiveness of MOVI-OLE! (Open Learning Environment), a school-based intervention designed to reduce sedentary time and enhance multiple aspects of child development, including cognitive function, physical fitness, body composition, psychological well-being, and student engagement. Read more about this study
- Who is it for?
- Ages 9 to 13 yearsHealthy volunteers can take part
- Conditions the study is for
- Sedentary Behavior, Physical Activity, Cognitive Function
- What is being tested?
- MOVI-OLE intervention
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 500 participants
- Where
- 1 siteSpain
- Study dates
- 1 Sep 2025to 31 Aug 2028
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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 9 to 13 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Schools in Ciudad Real (Castilla-La Mancha region) with at least one classroom in both 5rd and 6th grades of Primary Education.
- Schools currently involved in educational innovation projects that aim to transform classrooms and apply student-centered pedagogical approaches.
- Schools whose School Council has approved participation in the MOVI-OLE! intervention and in baseline and final evaluations.
- Students enrolled in 5rd or 6th grade of Primary Education.
- Students without any condition that, according to families, pediatricians, or teachers, prevents participation in the MOVI-OLE! intervention.
- Students with signed informed consent from a parent or legal guardian for participation in the study activities and assessments.
- Students who verbally agree to participate in baseline and final physical assessments.
Who cannot join
None listed.
Trial locations and contacts
1 site in 1 country.
Spain1 site
Social and Health Research Center. Universidad de Castilla-La Mancha
Cuenca, Cuenca, 16071
About this study
Official title: Impact of the MOVI-OLE! [Open Learning Environment] Intervention on Reducing Sedentary Behaviour and Improving Well-being and Cognition in Schools (MOVI-OLE!)
This study will evaluate the effectiveness of MOVI-OLE! (Open Learning Environment), a school-based intervention designed to reduce sedentary time and enhance multiple aspects of child development, including cognitive function, physical fitness, body composition, psychological well-being, and student engagement. The intervention combines dynamic classroom furniture with student-centered teaching practices. Additionally, a qualitative component will explore how students, teachers, and families perceive the feasibility and acceptability of implementing MOVI-OLE! in real-world school settings.
Read the detailed description
This study builds on a series of previous school-based interventions (MOVI, MOVI-KIDS, MOVI-da10!, MOVI-HIIT) developed by the research team to promote physical activity and improve health outcomes in children across different educational stages. The new intervention, MOVI-OLE! (Open Learning Environments), aims to address high levels of sedentary behavior during the school day-a growing public health concern associated with poor cardiometabolic health, reduced attention span, and lower psychological well-being in children.
MOVI-OLE! introduces structural and pedagogical changes in the classroom by implementing dynamic learning zones-areas with mobile desks, active seating (e.g., stability balls, stools), standing desks, and wall-mounted writable boards. These physical modifications are supported by teacher training in student-centered pedagogy to promote an active and participatory learning environment.
The intervention will be evaluated through a stepped-wedge cluster randomized controlled trial involving 10 public primary schools in Ciudad Real, Spain. All schools will eventually implement the intervention but in a staggered sequence across two academic years. The primary study population includes students aged 10-12 years (5th and 6th grades of primary education). A pilot phase will precede the main trial to test feasibility and refine procedures.
A mixed-methods approach will be used to assess the impact of the intervention on behavioral, physical, cognitive, emotional, and academic outcomes, as well as to explore perceptions from students, teachers, and families regarding implementation challenges and facilitators.
- Conditions
- Sedentary Behavior, Physical Activity, Cognitive Function, Mental Health, Childhood Obesity, Academic Performance
- Being tested
- MOVI-OLE intervention
- Keywords
- Sedentary time, Open Learning Environment, Physical activity, Executive function, Academic achievement, Psychological well-being, Student engagement, Body composition, Adiposity, Cardiorespiratory fitness, Primary school children, Active learning, Educational spaces, Mixed methods
- Medical subject headings
- Sedentary Behavior, Motor Activity, Psychological Well-Being, Pediatric Obesity, Obesity
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
MOVI-OLE interventionBehavioural
Also called MOVI-OLE
In the MOVI-OLE! classrooms, traditional desks and chairs will be replaced by three dynamic learning zones:
- Dynamic seating: an area with traditional wheeled desks combined with dynamic seats such as fitballs, stools, pedal desks, etc.; B) Standing desks: an area with manually adjustable high desks to allow standing work. Students will also have stools with small backrests and footrests for when they need to sit; C) Vertical boards: vertical boards (vinyl, paper, chalkboard paint, etc.) installed on walls for standing work.
To facilitate use and adapt to classroom routines, teachers will decide how to distribute students among the different zones, with the requirement that all students spend at least 20 minutes per school day in zone B.
In addition to the workstations, teachers will receive training and didactic support materials focused on student-centered methodologies and the use of open learning spaces.
| Study group | Role | What they receive |
|---|---|---|
| Traditional Classroom (Control Group) | No intervention | Students in the control group will continue with their usual classroom activities and teaching methodology, without any changes to the furniture or pedagogical approaches during the first year of the study. Teachers in the control group schools will be asked to maintain their standard teaching practices throughout the control period. Traditional classrooms consist of conventional desks and chairs arranged in rows facing the front, with teaching generally teacher-centered. Students usually work individually on assigned tasks. For ethical and motivational reasons, this control group will receive the intervention starting in the second academic year. |
| MOVI-OLE! -Open Learning Environment- (Intervention Group) | Experimental | Students in the intervention group will experience a classroom environment modified with furniture designed to promote physical activity, alongside the implementation of student-centered teaching methodologies (MOVI-OLE!). Teachers in the intervention group schools will be trained and supported to apply these new methodologies during the school day throughout the study period. The research team will monitor the implementation and provide ongoing assistance to ensure fidelity to the intervention. Receives: Behavioral: MOVI-OLE intervention |
What is being measured
The primary outcome is the main question the study is designed to answer.
Sedentary time in classroom
measured using accelerometers to record sitting/lying, standing, and walking time during classroom activities. Data are expressed as minutes per child during classroom time; higher values of sedentary time indicate greater inactivity.
Measured: Two academic years
Sedentary Behavior in Classroom
measured in a randomly selected subsample using the Portable Ergonomic Observation Method. Observers will record and classify postures (sitting, standing, walking) during classroom time using real-time coding and/or video recordings. Minutes per child per posture category; higher sitting time indicates more sedentary behavior.
Measured: Two academic years
Inhibition/Attention
inhibitory control and attention will be measured using the Flanker Inhibitory Control and Attention Test. Children complete practice trials followed by a block of congruent and incongruent trials. Outcomes include reaction time, accuracy, and raw scores, with higher scores indicating better inhibitory control and attentional performance.
Measured: Two academic years
Working memory
working memory will be assessed using the List Sorting Working Memory Test. Children are required to recall and sequence items presented visually and orally, with task difficulty increasing progressively. Outcomes include raw scores, with higher scores indicating better working memory performance.
Measured: Two academic years
Cognitive flexibility
cognitive flexibility will be assessed using the Dimensional Change Card Sort Test. Children classify stimuli based on color or shape, with blocks assessing both pre-switch and post-switch performance. Outcomes include reaction time, accuracy, and raw scores, with higher scores reflecting greater cognitive flexibility.
Measured: Two academic years
Academic performance
academic grades provided by the school in various subjects, comparing the year prior to the intervention and during the intervention years.
Measured: Two academic years
Mental health
measured with questionnaire such as Revised Children's Anxiety and Depression Scale. This standardized questionnaire assesses a range of anxiety and depression symptoms in children. Responses are rated on a 4-point Likert scale, and scores are converted to age- and sex-normed T-scores. T-scores ≥65 indicate borderline clinical levels, and scores ≥70 indicate clinically significant symptoms.
Measured: Two academic years
Health-related quality of life
measured with questionnaire KIDSCREEN. This standardized instrument evaluates physical, psychological, and social dimensions of well-being in children and adolescents. Items are rated on 5-point Likert scales, and scores are transformed into T-scores. Higher T-scores indicate better HRQoL.
Measured: Two academic years
Engagement in the teaching-learning process in students
student engagement (based on the Achievement Beliefs Scale for Children). This self-report instrument evaluates motivational and cognitive components of academic engagement in children, such as effort, persistence, and beliefs about success. Items are rated on Likert-type scales, with higher scores indicating greater levels of engagement.
Measured: Two academic years
Engagement in the teaching-learning process in teachers
teacher personal efficacy (Utrecht Work Engagement Scale; UWES). This self-report questionnaire measures work engagement through three dimensions: vigor, dedication, and absorption. Items are rated on a 7-point Likert scale. Higher scores indicate greater work engagement and perceived efficacy.
Measured: Two academic years
Energy expenditure in classroom in different postures
estimation of oxigen (O2) consumption during lessons in traditional seated, dynamically seated and standing desks will be assessed in a a randomly selected subsample. It wil be estimated the O2/hour consumption using a K5 COSMED (Oxycon Mobile system; CareFusion) wireless portable metabolic analyzer.
Measured: Two academic years
Secondary outcomes (15)
Weight
weight will be assessed twice using a calibrated digital scale with children barefoot and in lightweight clothing.
Measured: Two academic years
Height
height will be measured twice with a stadiometer, with children standing upright, barefoot, and with the sagittal midline aligned to the wall.
Measured: Two academic years
Body mass index (BMI)
BMI will be calculated as weight divided by height squared (kg/m2).
Measured: Two academic years
Body composition
body compositipon will be assessed twice using the bioimpedance analysis system under standardized conditions (morning, fasting, post-void, after 15 minutes rest, barefoot, with controlled temperature and humidity).
Measured: Two academic years
Blood pressure.
blood pressure will be measured using an automated device (OMRON-M5-I). Systolic and diastolic blood pressure will be assessed twice, with a 5-minute interval between measurements. Children will be seated in a quiet environment, with the right arm semi-flexed at heart level.
Measured: Two academic years
Physical activity and sleep
objectively measured with accelerometers worn for 7 consecutive days, including sleep hours in a subsample.
Measured: Two academic years
Cardiorespiratory fitness
assessed using the 20-meter shuttle run test, which estimates aerobic capacity. Number of completed stages or laps; higher values indicate better fitness.
Measured: Two academic years
Muscular Strength
measured through handgrip strength using a calibrated dynamometer and standing long jump for lower body strength. Handgrip: Kilograms (kg). Horizontal jump: Centimeters (cm).
Measured: Two academic years
Speed-Agility
measured using the 4×10 meter shuttle run test, assessing coordination, speed, and agility. Seconds (s); lower scores indicate better performance.
Measured: Two academic years
Self-Reported Neck and Back Pain
assessed using the Standardized Nordic Musculoskeletal Questionnaire (NMQ), which includes questions about frequency and intensity of neck and back pain over the past 12 months and the past 7 days.Presence of pain (yes/no), and categorical frequency scores (e.g., never, occasionally, often, always); higher values indicate more frequent pain.
Measured: Two academic years
Perceptions of the MOVI-OLE! Intervention
qualitative study will explore the perceptions of teachers, students, and school leadership regarding the facilitators and barriers to implementing the MOVI-OLE! classroom intervention. Data will be collected using qualitative research techniques (e.g., semi-structured interviews, focus groups) and analyzed through thematic analysis. Thematic categories and frequency of themes across stakeholder groups.
Measured: Two academic years
Birth and Perinatal Data
collected from parent questionnaires and/or health records. Includes birth weight (kg), gestational age (weeks), breastfeeding status (yes/no), and maternal weight gain during pregnancy (kg). Variable-specific (e.g., kg for weight, weeks for gestational age); categorical for breastfeeding (yes/no).
Measured: Baseline
Parental Weight and BMI
self-reported parental weight and height will be used to calculate Body Mass Index (BMI) for both parents. Weight: kilograms (kg); Height: meters (m); BMI: kg/m2.
Measured: Baseline
Recreational Sedentary Behavior and Screen Time
assessed using parent-reported questionnaires on children's sedentary recreational activities and screen time outside school hours. Minutes per day; higher values indicate more sedentary time.
Measured: Baseline
Eating Habits
dietary intake and food patterns assessed using the Children's Eating Habits Questionnaire (CEHQ). Scale-specific scores; higher values may indicate healthier or unhealthier habits depending on the subscale.
Measured: Baseline
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted5 Aug 2025
- Study start1 Sep 2025
- Primary completion31 Aug 2027 (estimated)
- Study completion31 Aug 2028 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Sedentary BehaviorStudies 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
- Parallel groups
- Model description
- Stepped-wedge cluster randomized trial within a parallel design framework.
- Masking
- Double blind
- Who is masked
- Investigator, Outcomes assessor
- Enrolment
- 500 participants (estimated)
Sponsor and investigators
- Lead sponsor
- University of Castilla-La Mancha
- Sponsor type
- University, hospital or other
- Collaborators
- Ministerio de Ciencia e Innovación, Spain
- Responsible party
- Sponsor
- Investigators
- Mairena Sánchez-López, PhD, Principal investigator, University of Castilla-La Mancha
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07103343
- Sponsor's protocol ID
- PID2023-148183OB-I00
- Acronym
- MOVI-OLE!
- Status last verified
- Apr 2026
- First submitted
- 19 Jul 2025
- Last updated
- 13 Apr 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 13 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Impact of the MOVI-OLE! [Open Learning Environment] Intervention on Reducing Sedentary Behaviour and Improving Well-being and Cognition in Schools (MOVI-OLE!)
- ClinicalTrials.gov ID
- NCT07103343
- Acronym / sponsor ID
- MOVI-OLE! / PID2023-148183OB-I00
- Conditions
- Sedentary Behavior, Physical Activity, Cognitive Function, Mental Health, Childhood Obesity, Academic Performance
- Keywords
- Sedentary time, Open Learning Environment, Physical activity, Executive function, Academic achievement, Psychological well-being, Student engagement, Body composition
- Study type
- Interventional
- Recruitment status
- Active, not recruiting
- Enrolment
- 500 participants (estimated)
- Lead sponsor
- University of Castilla-La ManchaUniversity, hospital or other
- Collaborators
- Ministerio de Ciencia e Innovación, Spain
- Study start
- 1 Sep 2025 (actual)
- Primary completion
- 31 Aug 2027 (estimated)
- Study completion
- 31 Aug 2028 (estimated)
- First posted
- 5 Aug 2025 (actual)
- 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.
This study will evaluate the effectiveness of MOVI-OLE! (Open Learning Environment), a school-based intervention designed to reduce sedentary time and enhance multiple aspects of child development, including cognitive function, physical fitness, body composition, psychological well-being, and student engagement. The intervention combines dynamic classroom furniture with student-centered teaching practices. Additionally, a qualitative component will explore how students, teachers, and families perceive the feasibility and acceptability of implementing MOVI-OLE! in real-world school settings.
Detailed description
This study builds on a series of previous school-based interventions (MOVI, MOVI-KIDS, MOVI-da10!, MOVI-HIIT) developed by the research team to promote physical activity and improve health outcomes in children across different educational stages. The new intervention, MOVI-OLE! (Open Learning Environments), aims to address high levels of sedentary behavior during the school day-a growing public health concern associated with poor cardiometabolic health, reduced attention span, and lower psychological well-being in children.
MOVI-OLE! introduces structural and pedagogical changes in the classroom by implementing dynamic learning zones-areas with mobile desks, active seating (e.g., stability balls, stools), standing desks, and wall-mounted writable boards. These physical modifications are supported by teacher training in student-centered pedagogy to promote an active and participatory learning environment.
The intervention will be evaluated through a stepped-wedge cluster randomized controlled trial involving 10 public primary schools in Ciudad Real, Spain. All schools will eventually implement the intervention but in a staggered sequence across two academic years. The primary study population includes students aged 10-12 years (5th and 6th grades of primary education). A pilot phase will precede the main trial to test feasibility and refine procedures.
A mixed-methods approach will be used to assess the impact of the intervention on behavioral, physical, cognitive, emotional, and academic outcomes, as well as to explore perceptions from students, teachers, and families regarding implementation challenges and facilitators.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (investigator, outcomes assessor)
- Number of arms
- 2
- Model description
- Stepped-wedge cluster randomized trial within a parallel design framework.
| Arm | Type | Receives |
|---|---|---|
| Traditional Classroom (Control Group) | No intervention | –Students in the control group will continue with their usual classroom activities and teaching methodology, without any changes to the furniture or pedagogical approaches during the first year of the study. Teachers in the control group schools will be asked to maintain their standard teaching practices throughout the control period. Traditional classrooms consist of conventional desks and chairs arranged in rows facing the front, with teaching generally teacher-centered. Students usually work individually on assigned tasks. For ethical and motivational reasons, this control group will receive the intervention starting in the second academic year. |
| MOVI-OLE! -Open Learning Environment- (Intervention Group) | Experimental | Behavioral: MOVI-OLE interventionStudents in the intervention group will experience a classroom environment modified with furniture designed to promote physical activity, alongside the implementation of student-centered teaching methodologies (MOVI-OLE!). Teachers in the intervention group schools will be trained and supported to apply these new methodologies during the school day throughout the study period. The research team will monitor the implementation and provide ongoing assistance to ensure fidelity to the intervention. |
Who may qualify
- Ages
- 9 to 13 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (7 listed)
- Schools in Ciudad Real (Castilla-La Mancha region) with at least one classroom in both 5rd and 6th grades of Primary Education.
- Schools currently involved in educational innovation projects that aim to transform classrooms and apply student-centered pedagogical approaches.
- Schools whose School Council has approved participation in the MOVI-OLE! intervention and in baseline and final evaluations.
- Students enrolled in 5rd or 6th grade of Primary Education.
- Students without any condition that, according to families, pediatricians, or teachers, prevents participation in the MOVI-OLE! intervention.
Key exclusion criteria (0 listed)
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 |
|---|---|---|
| MOVI-OLE interventionAlso: MOVI-OLEIn the MOVI-OLE! classrooms, traditional desks and chairs will be replaced by three dynamic learning zones: A) Dynamic seating: an area with traditional wheeled desks combined with dynamic seats such as fitballs, stools, pedal desks, etc.; B) Standing desks: an area with manually adjustable high desks to allow standing work. Students will also have stools with small backrests and footrests for when they need to sit; C) Vertical boards: vertical boards (vinyl, paper, chalkboard paint, etc.) installed on walls for standing work. To facilitate use and adapt to classroom routines, teachers will decide how to distribute students among the different zones, with the requirement that all students spend at least 20 minutes per school day in zone B. In addition to the workstations, teachers will receive training and didactic support materials focused on student-centered methodologies and the use of open learning spaces. | Behavioural | MOVI-OLE! -Open Learning Environment- (Intervention Group) |
Primary outcome
Sedentary time in classroom
Time frame: Two academic years
measured using accelerometers to record sitting/lying, standing, and walking time during classroom activities. Data are expressed as minutes per child during classroom time; higher values of sedentary time indicate greater inactivity.
Sedentary Behavior in Classroom
Time frame: Two academic years
measured in a randomly selected subsample using the Portable Ergonomic Observation Method. Observers will record and classify postures (sitting, standing, walking) during classroom time using real-time coding and/or video recordings. Minutes per child per posture category; higher sitting time indicates more sedentary behavior.
Inhibition/Attention
Time frame: Two academic years
inhibitory control and attention will be measured using the Flanker Inhibitory Control and Attention Test. Children complete practice trials followed by a block of congruent and incongruent trials. Outcomes include reaction time, accuracy, and raw scores, with higher scores indicating better inhibitory control and attentional performance.
Working memory
Time frame: Two academic years
working memory will be assessed using the List Sorting Working Memory Test. Children are required to recall and sequence items presented visually and orally, with task difficulty increasing progressively. Outcomes include raw scores, with higher scores indicating better working memory performance.
Cognitive flexibility
Time frame: Two academic years
cognitive flexibility will be assessed using the Dimensional Change Card Sort Test. Children classify stimuli based on color or shape, with blocks assessing both pre-switch and post-switch performance. Outcomes include reaction time, accuracy, and raw scores, with higher scores reflecting greater cognitive flexibility.
Academic performance
Time frame: Two academic years
academic grades provided by the school in various subjects, comparing the year prior to the intervention and during the intervention years.
Mental health
Time frame: Two academic years
measured with questionnaire such as Revised Children's Anxiety and Depression Scale. This standardized questionnaire assesses a range of anxiety and depression symptoms in children. Responses are rated on a 4-point Likert scale, and scores are converted to age- and sex-normed T-scores. T-scores ≥65 indicate borderline clinical levels, and scores ≥70 indicate clinically significant symptoms.
Health-related quality of life
Time frame: Two academic years
measured with questionnaire KIDSCREEN. This standardized instrument evaluates physical, psychological, and social dimensions of well-being in children and adolescents. Items are rated on 5-point Likert scales, and scores are transformed into T-scores. Higher T-scores indicate better HRQoL.
Engagement in the teaching-learning process in students
Time frame: Two academic years
student engagement (based on the Achievement Beliefs Scale for Children). This self-report instrument evaluates motivational and cognitive components of academic engagement in children, such as effort, persistence, and beliefs about success. Items are rated on Likert-type scales, with higher scores indicating greater levels of engagement.
Engagement in the teaching-learning process in teachers
Time frame: Two academic years
teacher personal efficacy (Utrecht Work Engagement Scale; UWES). This self-report questionnaire measures work engagement through three dimensions: vigor, dedication, and absorption. Items are rated on a 7-point Likert scale. Higher scores indicate greater work engagement and perceived efficacy.
Energy expenditure in classroom in different postures
Time frame: Two academic years
estimation of oxigen (O2) consumption during lessons in traditional seated, dynamically seated and standing desks will be assessed in a a randomly selected subsample. It wil be estimated the O2/hour consumption using a K5 COSMED (Oxycon Mobile system; CareFusion) wireless portable metabolic analyzer.
15 secondary outcomes
Weight
Time frame: Two academic years
Height
Time frame: Two academic years
Body mass index (BMI)
Time frame: Two academic years
Body composition
Time frame: Two academic years
Blood pressure.
Time frame: Two academic years
Physical activity and sleep
Time frame: Two academic years
Cardiorespiratory fitness
Time frame: Two academic years
Muscular Strength
Time frame: Two academic years
Speed-Agility
Time frame: Two academic years
Self-Reported Neck and Back Pain
Time frame: Two academic years
Perceptions of the MOVI-OLE! Intervention
Time frame: Two academic years
Birth and Perinatal Data
Time frame: Baseline
Parental Weight and BMI
Time frame: Baseline
Recreational Sedentary Behavior and Screen Time
Time frame: Baseline
Eating Habits
Time frame: Baseline
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 13 Apr 2026.
- Individual participant dataSharing planned: No
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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.
Mairena Sánchez-López, PhD principal investigator
University of Castilla-La Mancha
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing MOVI-OLE intervention in people with Sedentary Behavior and Physical Activity, run by University of Castilla-La Mancha at 1 site in Spain.
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 7 inclusion and 0 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: under way, not looking for participants, as of the sponsor's last update on 13 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Spain. Whether a site is taking part right now should be confirmed with that site. See every site.
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?
This study is still under way. Results are not available in the source record yet.
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?
Sedentary time in classroom (time frame: Two academic years). The study lists 11 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
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 13 Apr 2026.