A Rigorous Evaluation of the Relationship Between Physical Activity and Education Outcomes
A Rigorous Evaluation of the Relationship Between Physical Activity and Education Outcomes in Georgia's Elementary Schools (RWJF)
調査の概要
詳細な説明
Serving more than 95% of US children ages 5-17, the school environment is a valuable setting to engage students in Physical Activity (PA) through the day, but is limited when physical education programs have insufficient curricular, time, financial and staffing allocations. A growing body of research supports the premise that interventions focused on increasing physical activity in schools may be more successful if supported by evidence that increased PA improves academic achievement, that is the clear priority for limited school time and resources.
The purpose of this study is to examine the impact of a school-based physical activity intervention on fourth and fifth grade elementary students' academic achievement, as measured by standardized test scores. Baseline information about current physical activity practices will be collected. Schools will receive ongoing in-person and virtual training, and schools will be provided physical activity equipment, resources, and teaching aids. Student accelerometer data will allow for monitoring of physical activity levels. This study seeks to address gaps in the literature by studying the efficacy of a well-established intervention that has been shown to impact school physical activities practices, and shows promise of efficacy for improving student education outcomes.
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Georgia
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Lawrenceville、Georgia、アメリカ、30044
- Gwinnett County Elementary Schools
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参加基準
適格基準
就学可能な年齢
- 子
- 大人
- 高齢者
健康ボランティアの受け入れ
受講資格のある性別
説明
Inclusion Criteria:
- 4th grade students from the elementary schools in the Gwinnett County district
Exclusion Criteria:
- None
研究計画
研究はどのように設計されていますか?
デザインの詳細
- 主な目的:支持療法
- 割り当て:ランダム化
- 介入モデル:並列代入
- マスキング:独身
武器と介入
参加者グループ / アーム |
介入・治療 |
---|---|
実験的:Intervention Arm
This study arm includes the schools where the School Team (school teachers, coordinator) receives the physical activity intervention. The intervention consists of four parts:
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The physical activity intervention consists of:
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介入なし:Control Arm
The control arm includes the schools where the School Team does not receive any intervention but all the necessary data will be collected.
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この研究は何を測定していますか?
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
---|---|---|
Change in the Georgia Milestones standardized test scores in math
時間枠:Up to 2 years
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The Georgia Milestones comprehensive summative assessment is administered annually in the spring for students in grades 3 to 8. The test was first used in Spring 2015 and is the best objective universal indicator of students' academic performance in Georgia.
Georgia Milestones measures how well students have learned the knowledge and skills outlined in the state-adopted content standards in English language arts, mathematics, science, and social studies.
The tests are scored with four achievement levels.
Level 1: Beginning Learner, Level 2: Developing Learner, Level 3: Proficient Learner, and Level 4: Distinguished Learner.
For grade 3 the scores for the different levels of math are 290-474, 475-524, 525-579, and 580-705; for grade 4, 270-474, 475-524, 525-584, and 580-715; for grade 5, 265-474, 475-524, 525-579, and 580-725, respectively.
The scores from the 3rd grade (pre-intervention) are compared to scores at the end of 4th and 5th grades.
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Up to 2 years
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Change in the Georgia Milestones standardized test scores in reading
時間枠:Up to 2 years
|
The Georgia Milestones comprehensive summative assessment is administered annually in the spring for students in grades 3 to 8. The test was first used in Spring 2015 and is the best objective universal indicator of students' academic performance in Georgia.
Georgia Milestones measures how well students have learned the knowledge and skills outlined in the state-adopted content standards in English language arts, mathematics, science, and social studies.The tests are scored with 4 achievement levels.
Level 1: Beginning Learner, Level 2: Developing Learner, Level 3: Proficient Learner, and Level 4: Distinguished Learner.
For grade 3 the scores for the different levels for reading are 180-474, 475-524, 525-580, and 581-830; for grade 4, 210-474, 475-524, 525-573, and 574-775; for grade 5, 210-474, 475-524, 525-586, and 587-760, respectively.
The scores from the 3rd grade assessment (pre-intervention) are compared to scores at the end of 4th and 5th grades.
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Up to 2 years
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
---|---|---|
Change in the Lexile/reading level for language arts
時間枠:Up to 2 years
|
Lexile Level is a popular method used by schools to measure a student reader's ability.
It serves two unique functions: it is a measure of how difficult a text is, and a measurement of a student's reading ability level.
A student receives his or her Lexile measure by taking a school-administered Scholastic Reading Inventory test, which is specifically designed to measure Lexile or reading ability, or by taking a standardized reading test which converts the reader's results to a Lexile measure.
The normal Scholastic Guided Reading Lexile ranges for 3rd grade are 100-1120, 180-1280 for 4th grade, and 330-1280 for 5th grade.
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Up to 2 years
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Change in the class grades for reading
時間枠:Up to 2 years
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Class grades are calculated from the reading tests administered during the school year.
The class grades for reading from 3rd grade are compared to 4th and 5th grades, and class reading grades are also compared between the students in the intervention arm and control arm.
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Up to 2 years
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Change in the class grades for math
時間枠:Up to 2 years
|
Class grades are calculated from the math tests administered during the school year.
The class math grades from 3rd grade are compared to 4th and 5th grades, and math grades are also compared between the students in the intervention arm and control arm.
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Up to 2 years
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Number of Disciplinary Referrals
時間枠:Up to 2 years
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Disciplinary referrals collected by teachers (including information regarding incident date, incident type, action taken, rule number broken, and discipline code) will be compared between grade levels and also compared between the students in the intervention arm and control arm.
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Up to 2 years
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Number of days of absence
時間枠:Up to 2 years
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The number of days that students were absent from school during the academic year will be collected from school records and compared between grade levels and also compared between the students in the intervention arm and control arm.
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Up to 2 years
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Number of days a student was tardy to the school
時間枠:Up to 2 years
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The number of days that students were tardy to school during the academic year will be collected from school records and compared between grade levels and also compared between the students in the intervention arm and control arm.
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Up to 2 years
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協力者と研究者
スポンサー
捜査官
- 主任研究者:Julie Gazmararian, PhD/MPH、Emory University
出版物と役立つリンク
一般刊行物
- Behringer HK, Saksvig ER, Boedeker PJ, Elish PN, Kay CM, Calvert HG, Meyer AM, Gazmararian JA. Physical activity and academic achievement: an analysis of potential student- and school-level moderators. Int J Behav Nutr Phys Act. 2022 Aug 30;19(1):110. doi: 10.1186/s12966-022-01348-3.
- Elish PN, Bryan CS, Boedeker PJ, Calvert HG, Kay CM, Meyer AM, Gazmararian JA. The longitudinal association between objectively-measured school-day physical activity and academic achievement in US elementary school students. Int J Behav Nutr Phys Act. 2022 Jul 23;19(1):90. doi: 10.1186/s12966-022-01328-7.
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
キーワード
その他の研究ID番号
- IRB00095600
- 74281 (その他の助成金/資金番号:Robert Wood Johnson Foundation)
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
米国FDA規制機器製品の研究
この情報は、Web サイト clinicaltrials.gov から変更なしで直接取得したものです。研究の詳細を変更、削除、または更新するリクエストがある場合は、register@clinicaltrials.gov。 までご連絡ください。 clinicaltrials.gov に変更が加えられるとすぐに、ウェブサイトでも自動的に更新されます。
Intervention Armの臨床試験
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University of MichiganNational Institute on Drug Abuse (NIDA)積極的、募集していない
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University Hospital of Ferraraわからない
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University of Southern CaliforniaNational Institutes of Health (NIH)積極的、募集していない
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University of PittsburghCenters for Disease Control and Prevention募集暴力, ドメスティック | 思春期の暴力 | 暴力、性的 | 暴力、身体的 | 暴力, 偶然ではない | 社会的結束 | 暴力、構造 | コミュニティ内暴力アメリカ
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Wearable Robotics srl.Azienda Ospedaliero, Universitaria Pisana; University Hospital, Geneva; Ecole Polytechnique Fédérale...終了しました
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Children's Hospital of PhiladelphiaNational Institute of Diabetes and Digestive and Kidney Diseases (NIDDK); Boston Children's... と他の協力者完了