None listed
Conditions
Brief summary
Primary school children in Morocco do not currently benefit from sufficient physical activity during class time. The purpose of this study is to trial a physical activity games manual intervention, including professional development for teachers, and to examine the feasibility, acceptability and potential efficacy of the intervention on primary school children's physical activity levels in Morocco. Movement skills and self-percevied physical literacy will also be assessed as secondary outcomes.
Interventions
Brief name: A physical activity games manual, complimented with teacher professional development focused on delivering physical activity games during class time.
WHY: Primary school children in Morocco do not currently benefit from sufficient levels of physical activity at school, this is partly due to a lack of professional development for teachers.
WHAT: Teachers will be provided with an evidence-based physical activity games manual and professional development program developed for this study
Brief name: A physical activity games manual, complimented with teacher professional development focused on delivering physical activity games during class time. WHY: Primary school children in Morocco do not currently benefit from sufficient levels of physical activity at school, this is partly due to a lack of professional development for teachers. WHAT: Teachers will be provided with an evidence-based physical activity games manual and professional development program developed for this study. The program has been developed to improve student physical activity levels in addition to movement skill and physical literacy outcomes. Teachers will be responsible for delivering the intervention to students during class time for 20 minutes, 3 times a week for 12 weeks. Games are focused on different skills eg. throwing, locomotion, kicking etc., examples include the commonly known game 'rob the nest', variations of relays and small-sided soccer and netball games. Intervention school teachers will be provided with the physical activity equipment needed to implement the games from the manual. A Professor with expertise in physical activity coaching will be responsible for delivering the professional development utilising a hybrid approach. Teachers will participate in 3 x 1 hour face to face sessions, 3 short reflection sessions following SOFIT observations and will engage in an online forum throughout the intervention period. The study will involve three arms: Arm 1: Control group Arm 2: Intervention group 1 (receives the physical activity games manual) Arm 3: Intervention group 2 (receives the physical activity games manual in addition to professional development) Fidelity will be assessed using activity logs for the 12 weeks and observations conducted using the system for observing fitness instruction time (SOFIT) at three time points. The SOFIT observations will be conducted by the Ministry’s inspectors who are responsible for regularly attending schools to assess teacher practice.
Sponsors
University of Wollongong, Australia
Study design
Allocation
Randomised controlled trial
Intervention model
Parallel
Primary purpose
Prevention
Masking
Blinded (masking used) (Outcomes Assessor)
Eligibility
Sex/Gender
All
Age
9 Years to 13 Years
Healthy volunteers
Yes
Inclusion criteria
Primary school students in grade 5 or 6 (ages 9-13) in Rabat, Morocco
Exclusion criteria
Primary school students that are not in grade 5 or 6 (aged 9-13 years) at one of the schools selected for the study.
Outcome results
None listed