Clinical trial NCT03551366: Influence of Different Physical Education Pedagogical Approaches on the Health and Development of 5-6 Year Old Children
Official title: Efficacy of Skill Acquisition Methods Underpinning Pedagogy for LEarning in Physical Education (SAMPLE-PE) in Children Aged 5-6 Years
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Child
Child Development
Health Behavior
Physical Activity
Keywords: Physical Activity
Physical Education
Children
Pedagogy
Motor Competence
Perceived Motor Competence
Self-perception
Cognition
Fundamental Movement Skills
Lead sponsor: Liverpool John Moores University
Sponsor class: OTHER
Collaborators: name: Universität Münster
name: University of Strathclyde
name: University of Otago
name: Victoria University
name: Newcastle University
name: University of Rome Foro Italico
First posted: 2018-06-11
Enrollment: 361
Sex: ALL
Minimum age (years): 5
Maximum age (years): 6
Standard ages: CHILD
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: Schools are randomly assigned to either a control (usual practice), linear PE pedagogy or nonlinear PE pedagogy arm. Both linear and nonlinear arms will receive 15 weeks of physical education lessons from trained coaches, whereas the control group will carry on with PE lessons as usual.
Primary purpose: OTHER

Brief summary: The Skill Acquisition Methods underpinning Pedagogy for LEarning in Physical Education (SAMPLE-PE) project aims to investigate the influence of different pedagogical approaches to teaching and learning in physical education (PE) on 5-6 year old children's health and development. Schools from deprived areas are invited to take part in the project and will be randomly assigned to either: (1) linear pedagogy PE curriculum programme, (2) nonlinear pedagogy PE curriculum programme or (3) carry on as normal. The linear and nonlinear pedagogy PE programmes will be underpinned by different and contrasting theories of skill acquisition and are delivered by trained coaches over 15 weeks. Children will be measured to assess their physical, psychological, cognitive, and emotional health and development, and their physical activity levels at the start of the study, immediately after the 15 week PE programme, and again after 12 months. It is expected that children taking part in the linear and nonlinear PE programmes will demonstrate greater physical development than children attending schools that carry on as normal. Furthermore, it is also anticipated that children taking part in the nonlinear PE programme will show greater gains in psychological, cognitive and emotional outcomes than the linear and usual practice programmes.


Eligibility criteria: Inclusion Criteria:

* Children aged 5-6 years attending Liverpool primary schools.

Exclusion Criteria:

* From the details given in participant's Child Medical Form, any child diagnosed with health or co-ordination issues that could affect motor competency will be excluded from analyses.

Primary outcomes:
measure: Change from baseline motor competence level (Locomotor and Object-Control Skills) at 5 and 12 months
timeFrame: Baseline (month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)
measure: Change from baseline stability skill level at 5 and 12 months
timeFrame: Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)
measure: Change from baseline motor creativity level at 5 and 12 months
timeFrame: Baseline (month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)
Secondary outcomes:
measure: Change from Baseline Physical Activity at 5 and 12 Months
timeFrame: Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)
measure: Change from Baseline Perceived Physical Competence at 5 and 12 Months
timeFrame: Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)
measure: Change from Baseline Perceived Movement Skill Competence at 5 and 12 Months
timeFrame: Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)
measure: Change from Baseline Motivation at 5 months
timeFrame: Baseline (Month 0) and after the intervention (approximately 5 months post-baseline)
measure: Change from Baseline Executive Functions at 5 and 12 Months
timeFrame: Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)
measure: Change from Baseline Self-Regulation at 5 and 12 Months (Strengths and Difficulties Questionnaire)
timeFrame: Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)
measure: Change from Baseline Self-Regulation at 5 and 12 Months (Response to Challenge Scale)
timeFrame: Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)
measure: Body Mass Index
timeFrame: Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)
measure: Maturation
timeFrame: Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)
measure: Waist girth
timeFrame: Baseline (Month 0), after the intervention (approximately 5 months post-baseline) and follow-up (approximately 12 month post-baseline)
Other outcomes:
Locations:
city: Liverpool
country: United Kingdom
facility: Liverpool John Moores University
state: Merseyside
Study officials:
affiliation: Liverpool John Moores
name: James Rudd, PhD
role: PRINCIPAL_INVESTIGATOR
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