Physical activity Other
Conditions
Interventions
Schools will receive a context-specific portfolio physical activity intervention, tailored to each school. Due to the stepped wedge design, schools will be randomised to one of five sequences, each of
Sponsors
University of Bristol
Eligibility
Sex/Gender
All
Age
8 Years to 10 Years
Inclusion criteria
Inclusion criteria: Pupils in recruited state primary schools in the wider-Bristol area, who are in Year 4 (aged 8-9) at baseline, and Year 5 (aged 9-10) throughout the intervention year.
Exclusion criteria
Exclusion criteria: 1. Pupils in schools not recruited to the study 2. Pupils not in Year 4 at baseline or Year 5 during intervention year in schools recruited to the study
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Average minutes of weekday moderate to vigorous intensity physical activity measured using an Axivity AX3/AX6 accelerometer at baseline (Term 5/6 of Year 4) and on three follow-up occasions from Terms 1-6 in Year 5, determined by the stepped wedge design. | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Pupil average total volume of weekday physical activity measured using an Axivity AX3/AX6 accelerometer at baseline (Term 5/6 of Year 4) and on three follow-up occasions from Terms 1-6 in Year 5, determined by the stepped wedge design 2. Pupil average minutes of weekday sedentary time measured using an Axivity AX3/AX6 accelerometer at baseline (Term 5/6 of Year 4) and on three follow-up occasions from Terms 1-6 in Year 5, determined by the stepped wedge design 3. Pupil average minutes of weekday light physical activity measured using an Axivity AX3/AX6 accelerometer at baseline (Term 5/6 of Year 4) and on three follow-up occasions from Terms 1-6 in Year 5, determined by the stepped wedge design 4. Pupil average minutes of weekend moderate to vigorous intensity physical activity measured using an Axivity AX3/AX6 accelerometer at baseline (Term 5/6 of Year 4) and on three follow-up occasions from Terms 1-6 in Year 5, determined by the stepped wedge design 5. Pupil wellbeing measured using the Stirling Children’s Wellbeing Scale at baseline, midpoint (Terms 1-3) and final measurement (Terms 5-6), determined by the stepped wedge design 6. School-level termly attendance rates for the Year 4/5 cohort, from school records measured every term from baseline (Year 4, Term 4) to end of study (Year 5, Term 6) | — |
Countries
England, United Kingdom
Contacts
Public ContactDanielle House
Outcome results
None listed