Physical activity and mental wellbeing Mental and Behavioural Disorders Physical activity and mental wellbeing
Conditions
Interventions
Current interventions as of 04/08/2017:
The intervention comprises two, 2-hour active lessons training sessions. These training sessions are delivered to secondary school teachers of a
Sponsors
University of Cambridge
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Current as of 04/08/2017: Feasibility and Pilot study: 1. Student participants must attend one of the schools enrolled in the study 2. Each school will select two year groups to participate in study evaluation measures (year 7 or 8, and year 9 or 10). Student participants must be in one of the two year groups that each school selects. Year group choices may vary by school 3. Teacher participants must be employed by one of the schools enrolled in the study 4. Schools invited to participate in this study are non-private schools 5. Schools invited to participate in this study are based in the East of England 6. Schools invited to participate in this study are mixed gender schools Previous: 1. Year 7 and year 9 pupils 2. Attending schools participating in the study
Exclusion criteria
Exclusion criteria: Current as of 04/08/2017: Feasibility and Pilot study: 1. If any potential participant aged less than 16 years is judged, by the form teacher or the research team, to be unable to assent meaningfully, then they will not be included in the study. 2. Parents of potential student participants will be given the opportunity to opt their child out of the study evaluation. Students opted out of the trial by their parents will not be included in the pool of potential student participants, from which a random selection will be made. Previous: Private schools
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Feasibility Study and Pilot Study: Physical activity is measured using a wrist-worn accelerometer at baseline, and for a one-week period during follow up (~8 weeks after baseline measures). | — |
Secondary
| Measure | Time frame |
|---|---|
| Current secondary outcome measures as of 04/08/2017: Feasibility Study and Pilot Study: 1. Student enjoyment is measured using a short version of the Positive and Negative Affect Scale at baseline and follow up (~8 weeks after baseline measures) 2. Student academic self-efficacy is measured using a validated questionnaire (Midgley et al., 2000) at baseline and follow up (~8 weeks after baseline measures) 3. Student disruptive behaviour is measured using a validated questionnaire (Midgley et al., 2000) at baseline and follow up (~8 weeks after baseline measures) 4. Student engagement in class is measured using a validated question (Jones, 2009) at baseline and follow up (~8 weeks after baseline measures) 5. Student quality of life is measured using a validated questionnaire (Stevens, 2009) at baseline and follow up (~8 weeks after baseline measures) 6. Student coping skills are measured using items from a validated questionnaire (Schroder, 1997) at baseline and follow up (~8 weeks after baseline measures) (Please note that this is not measured in the Pilot Study) 7. Student enjoyment of, and perceptions of the intervention are assessed using a series of questions adapted from those used by other groups who have explored the feasibility of active lesson interventions and through focus group discussions. These will be assessed at follow up (~8 weeks after baseline measures). 8. Teacher efficacy to deliver active lessons is measured using a validated questionnaire (Webster et al., 2013) at baseline, at the end of the second teacher training session, and follow up (~8 weeks after baseline measures) 9. Teacher’s perceptions of the importance of promoting activity to children is measured using a previously used question (Edmundson et al., 1994) at baseline, at the end of the second teacher training session, and foll | — |
Countries
United Kingdom
Contacts
Public ContactCatherine Gammon
Outcome results
None listed