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What are the effects of 10 minutes of exercise breaks during the school curriculum on the cognitive and academic performance in children.

Long-term effects of moderate to vigorous physical activity breaks on executive functions and academic performance in primary school children.

Status
Recruiting
Phases
Unknown
Study type
Interventional
Source
NL-OMON
Registry ID
NL-OMON24694
Enrollment
500
Registered
2016-07-21
Start date
2016-08-22
Completion date
Unknown
Last updated
2024-02-28

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

Conditions

academic achievement, physical health, cognitive performance leerprestatie, cognitieve prestatie

Interventions

The intervention group will perform an exercise break of 10 minutes with a moderate to vigorous intensity level for 5 days a week, from September to December 2016. The exercise break consists of 10 mi

Sponsors

VU University Medical Center Amsterdam
Lead Sponsor

Eligibility

Inclusion criteria

Inclusion criteria: -Children who are following primary education and are in grade 5 and 6 (grade 7 and 8 in the Dutch system). -Children who are enrolled in a regular primary school in the Netherlands (thus no special education). -Children with an signed informed consent form to participate in this study. -Children who are physically able to exercise without any serious health issue.

Exclusion criteria

Exclusion criteria: -children not following primary education in a regular primary school. -Children who are not able to exercise during the intervention periode, due to health issues or serious injuries.

Design outcomes

Primary

MeasureTime frame
Cognitive task performance: -Attention Network Task, D2 test of attention, the Amsterdam Executive Function Inventory, symbol digit substitution task -accelerometer, heart rate data (in a subgroup)

Secondary

MeasureTime frame
Length, weight (BMI), fitness level, outcomes of competence questionnaire ( Competentie-Belevingsschaal voor Kinderen), variation of fluency task. Confounders: social economical status (proxy measured through parent's education level), gender, age, possible learning disorders of other disorders, school grades at baseline.

Contacts

Public ContactA. Singh

EMGO Institute - VU University medical center P.O. Box 7057 1007 MB Amsterdam

a.singh@vumc.nl+31 20 4448382

Outcome results

None listed

Source: NL-OMON (via WHO ICTRP)