Effect of physical active math and language lessons on the academic achievement of 7-10 year old (socially disadvantaged) children

Effect of physical active math and language lessons (Fit & Vaardig op school) on the academic achievement of 7-10 year old (socially disadvantaged) children

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN17021806

Enrollment

600

Registered

2015-08-27

Start date

2011-01-01

Completion date

Unknown

Last updated

2016-10-17

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Academic achievement gap, physical inactivity and obesity Nutritional, Metabolic, Endocrine Obesity

Interventions

Intervention group: Physical active academic lessons in the classroom. The intervention lessons were taught in the classroom during two school years, 22 weeks per year, three times a week for 20-30 mi

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. Children from second and third grades of mainstream elementary schools 2. Informed consent from the school principals

Exclusion criteria

Exclusion criteria: Special schools (schools catering for children who have special educational needs due to learning difficulties, physical disabilities or behavioural problems).

Design outcomes

Primary

Measure	Time frame
Academic achievement is measured by the Speed-Test-Arithmetic, the One-Minute-Test (reading), and the spelling and math tests from a child academic monitoring system (CAMS) before the start of the intervention (T0), after the first intervention year (eight months to one year after T0; T1) after the second intervention year (one year after T1; T2), and 7-9 months after the intervention (T3).	—

Secondary

Measure	Time frame
1. Physical fitness is measured using the EUROFIT physical fitness test battery before the start of the intervention (T0), after the first intervention year (eight months to one year after T0; T1) after the second intervention year (one year after T1; T2), and 7-9 months after the intervention (T3). 2. Executive functioning is measured using the Stroop test, Digit and Visual memory span (part of Wechsler Memory Scale Revised), and M-WCST before the start of the intervention (T0), after the first intervention year (eight months to one year after T0; T1) after the second intervention year (one year after T1; T2), and 7-9 months after the intervention (T3). 3. Academic engagement is measured by time-on-task observations in the classroom, during the first intervention year.	—

Measure

Time frame

1. Physical fitness is measured using the EUROFIT physical fitness test battery before the start of the intervention (T0), after the first intervention year (eight months to one year after T0; T1) after the second intervention year (one year after T1; T2), and 7-9 months after the intervention (T3). 2. Executive functioning is measured using the Stroop test, Digit and Visual memory span (part of Wechsler Memory Scale Revised), and M-WCST before the start of the intervention (T0), after the first intervention year (eight months to one year after T0; T1) after the second intervention year (one year after T1; T2), and 7-9 months after the intervention (T3). 3. Academic engagement is measured by time-on-task observations in the classroom, during the first intervention year.

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Countries

Netherlands

Contacts

Public ContactMarijke Mullender-Wijnsma

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 20, 2026