Effect of Extra-curricular Sports Activities After School on Primary School Children's Academic Performance

Study Overview
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Brief Summary
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The process of urbanization and the rapid development of information technology have greatly reduced the space and time available for children's outdoor activities. In this study, we expect to study the effects of the addition of physical education classes after school on the academic performance, mental health, physical fitness, and myopia among primary school children.

Detailed Description
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Urbanization has led to a shrinking of the space suitable for residential activities and a dramatic change in the behavioural patterns, which is particularly evident in children. The spread and development of information technology has reduced children's time for physical activity. Previous studies have found that physical activity is essential for the growth and development of adolescents, preventing and reducing obesity, slowing the development of myopia, and is closely linked to mental health. However, parents in China are concerned that increased outdoor activity will reduce the amount of time spent studying and affect academic performance. Currently, there is a lack of strong evidence on the impact of physical activity on academic performance. In this study, we propose to provide after-school physical education classes for students in primary schools in a rapidly urbanizing area, and assess the effects of the intervention on children's academic performance, physical fitness, myopia, and mental health to provide evidence for the development of educational programs and arrangements for after-school activities.

Official Title
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Effect of Extra-curricular Sports Activities After School on Primary School Children's Academic Performance in China: A Non-inferiority Cluster Randomized Controlled Trial

Conditions
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Extra-curricular Sports

Intervention / Treatment
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* Behavioral: Extra-curricular sports


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Pupils in the third and fourth grades of primary schools in Yudu County; Voluntary participation in this study with consent and informed consent signed by guardians. Exclusion Criteria: Exclusion criteria for school Lack of a third or fourth grade; Average class size less than 30 students; No conditions for two classes to play sports at the same time. Exclusion criteria for students 4. Two or more days Monday to Friday not available to participate in studies under the project programme; 5. Unsuitability for health or physical reasons to participate in sports activities; 6. Refusal to sign informed consent.

Ages Eligible for Study
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Minimum Age: 7 Years
Maximum Age: 11 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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No

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Prevention
Allocation: Randomized
Intervention Model: Parallel Assignment
Interventional Model Description: open,non-inferiority cluster randomized controlled trial
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Extra sports group<br>The group follows the schedule of school teaching programme. Extra-curricular sports classes will be organized and provided in this group of schools in the afternoon after school until 6 p.m. (Monday to Friday). | Behavioral: Extra-curricular sports<br>* The group follows the schedule of school teaching programme. Extra-curricular sports classes will be organized and provided in this group of schools in the afternoon after school until 6 p.m. (Monday to Friday).<br>|
| No Intervention: Conventional group<br>The group follows the schedule of school teaching programme. Students arrange their own after-school time after school. | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Mathematics test scores at the end of the first academic year | The test paper will follow the design principles of International Mathematics and science learning, and referring to the local unified examination papers of grade three and grade four, the unified examination questions are formulated to evaluate the students' learning in school | 1 year | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Combined physical fitness test score at the end of the first academic year | Total scores of physical fitness tests according to 2018 National Physical Fitness Survey Monitoring Programme | 1 year | 
| Incidence of myopia in the first school year | Spherical equivalent after mydriasis ≤ -0.5 D in either eye | 1 year | 
| Happiness Assessment at the end of the first academic year | Happiness score is rated by Chinese version of the WHO-5 including 5 items with ratings: 0, at no time-5, all of the time. The total raw score, ranging from 0 to 25, is multiplied by 4 to give the final score, with 0 representing the worst imaginable well-being and 100 representing the best imaginable well-being | 1 year | 
| Mathematics test scores at the end of the second school year | The test paper will follow the design principles of International Mathematics and science learning, and referring to the local unified examination papers of grade three and grade four, the unified examination questions are formulated to evaluate the students' learning in school | up to 2 years | 
| Combined physical fitness test scores at the end of the second academic year | Total scores of physical fitness tests according to 2018 National Physical Fitness Survey Monitoring Programme | up to 2 years | 
| Cumulative incidence of myopia over two school years | Spherical equivalent after mydriasis ≤ -0.5 D in either eye | up to 2 years | 
| Happiness assessment at the second school year | Happiness score is rated by Chinese (September, 2007) version of the WHO-5 including 5 items with ratings: 0, at no time-5, all of the time. The total raw score, ranging from 0 to 25, is multiplied by 4 to give the final score, with 0 representing the worst imaginable well-being and 100 representing the best imaginable well-being | up to 2 years | 
| Satisfaction assessment | Satisfaction of pupils in the intervention group with the addition of PE after school will be measured by a questionnaire which is designed by reaserchers. | 1 year | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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academic performance, physical activity