An interventional study of Fitness and Creative in Physical Performance, Cognitive Performance and Academic Acheivement, sponsored by University of Molise. Completed at 1 site in Italy. Open to participants aged 6 Years to 8 Years. Per ClinicalTrials.gov, last updated 2024-11-12.
Sponsored by University of Molise · Not applicable, Interventional, and Other
The purpose of the study was to evaluate the effects of 12 weeks of Active Breaks on motor, academic and cognitive performance in elementary school children.
The purpose of the study was to evaluate the effects of 12 weeks of Active Breaks on motor, academic and cognitive performance in elementary school children. 159 children were recruited: 92 for experimental group (EG) and 67 for Control Group(CG); after the baseline assessment, the EG classes were randomly assigned into three experimental groups: creativity AB (CREAT; n = 30 ), fitness AB (FIT; n =31 ) and combined AB (COM; n= 31 ) . Specifically, the EG carried out an active break intervention for 12 weeks during curricular time, repeated twice a day, with the duration of 10 minutes, three times a week. CG did not performed any type of active breaks.
9,798 studies on the registry are indexed under Motor Activity; 1,910 are open to participants now.
This study's enrollment of 159 is above the median of 60 across 8,388 interventional studies indexed under Motor Activity.
Browse Motor Activity studies →University of Molise is the lead sponsor of 19 studies on the registry; 2 are open to participants now.
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The Fitness group engaged in active breaks aimed at improving cardiovascular efficiency. These breaks were designed to provide moderate to vigorous physical activity, incorporating both strength and aerobic exercises such as squats, jumping jacks, lunges, and running in place. Children were instructed to imitate the teacher's movements
Other: Fitness
The Creative group participated in active breaks that combined cognitive-creative and physical demands, incorporating activities like improvisations, dramatizations of events or short stories, simulation, and imitation games. These activities aimed to stimulate the creative process and enhance emotional expression within environmental constraints. Constraints, set by the teacher-such as specific rules, partner positioning, or speed of execution-limited movement options, encouraging students to explore new solutions to complete each task.
Other: Creative
The Combined group took active breaks by combining the Fitness protocol in the first break and the Creative protocol in the second.
Other: Combined
Regular physical activity at school during the weeks.
Other: Control
The Fitness group engaged in active breaks aimed at improving cardiovascular efficiency. These breaks were designed to provide moderate to vigorous physical activity, incorporating both strength and aerobic exercises such as squats, jumping jacks, lunges, and running in place. Children were instructed to imitate the teacher's movements.
The Creative group participated in active breaks that combined cognitive-creative and physical demands, incorporating activities like improvisations, dramatizations of events or short stories, simulation, and imitation games. These activities aimed to stimulate the creative process and enhance emotional expression within environmental constraints. Constraints, set by the teacher-such as specific rules, partner positioning, or speed of execution-limited movement options, encouraging students to explore new solutions to complete each task.
The Combined group took active breaks by combining the Fitness protocol in the first break and the Creative protocol in the second.
Regular physical activity at school during the weeks.
Height
Time frame: after 12 weeks
Weight
Time frame: after 12 weeks
Leaps forward on one foot
Hopping forward on one foot along a line for 10 meters. This test consists of 4 items (what to do), each with specific execution criteria (what to observe). Generally, these criteria represent a mature execution pattern for that skill. Children receive 1 point if they perform the item correctly and 0 points if not
Time frame: after 12 weeks
Side Gallop
Gallop sideways for 10 meters. This test consists of 4 items (what to do), each with specific execution criteria (what to observe). Generally, these criteria represent a mature execution pattern for that skill. Children receive 1 point if they perform the item correctly and 0 points if not
Time frame: after 12 weeks
Alternating forward hops on one foot
Hopping forward by alternating the supporting foot for 10 meters. This test consists of 4 items (what to do), each with specific execution criteria (what to observe). Generally, these criteria represent a mature execution pattern for that skill. Children receive 1 point if they perform the item correctly and 0 points if not
Time frame: after 12 weeks
Throwing a ball with one hand
Throw the ball against the wall 10 meters away. This test consists of 4 items (what to do), each with specific execution criteria (what to observe). Generally, these criteria represent a mature execution pattern for that skill. Children receive 1 point if they perform the item correctly and 0 points if not
Time frame: after 12 weeks
Receiving with the hands a thrown ball
Catch the ball on the fly from a distance of 5 meters. This test consists of 4 items (what to do), each with specific execution criteria (what to observe). Generally, these criteria represent a mature execution pattern for that skill. Children receive 1 point if they perform the item correctly and 0 points if not
Time frame: after 12 weeks
Hitting the ball with a tennis racket
hitting the ball from a distance of 5 meters. This test consists of 4 items (what to do), each with specific execution criteria (what to observe). Generally, these criteria represent a mature execution pattern for that skill. Children receive 1 point if they perform the item correctly and 0 points if not
Time frame: after 12 weeks
Long jump from a standing start
Perform as long a forward jump as possible starting from a standing position.
Time frame: after 12 weeks
Fast shuttle run 10x5m
Run 5 m for 10 times at the highest possible speed
Time frame: after 12 weeks
Assessment Test of Calculation Skills AC.MT 6-11
AC-MT 6-11 test proposes tests to ascertain the level of learning of calculus, basic assessment, and problem solving
Time frame: after 12 weeks
Reynolds Interference Task (RIT) test
Measurement of complex processing speed
Time frame: after 12 weeks
Plan to share: No
No publications or documents are linked to this record.
Ran from Dec 2023 to primary completion in Apr 2024, 4 months.
Of 5,147 non-industry interventional studies with no phase under Motor Activity, half reached primary completion within 17 months of starting (the median), counting those still running; a quarter within 7 and three quarters within 36. This study's 4 months is below that.
Counting every sponsor, half of 5,207 studies reached it within 17 months; a quarter within 7 and three quarters within 36.
How these figures are worked out, and which studies are left out of them.
This study is completed, as verified in Nov 2024. You cannot join it, but the record below documents what was studied.
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University of Molise