Classroom Physical Activity in University Students
The Effects of Classroom-based Physical Activity on Academic Self-efficacy in University Students
The goal of this study is to learn if a classroom-based physical activity program can improve academic self-efficacy in university students.
The main question it aims to answer is: Do students who take part in classroom-based physical activities have higher academic self-efficacy scores than students who do not? Researchers will compare students in classrooms that do the physical activity program to students in classrooms that continue their usual class routine (no extra activities).
Participants will:
If in the activity group: take part in one time per day, five times a week, a total of eight weeks during regular classes.
If in the control group: attend classes as normal. Complete a questionnaire about their academic self-efficacy.
研究概览
地位
研究类型
注册 (估计的)
阶段
- 不适用
参与标准
资格标准
适合学习的年龄
- 成人
接受健康志愿者
描述
Inclusion Criteria:
- Full-time university students aged 18-26 years
- Able to stand and walk independently
- Willing to participate in the 8-week intervention and assessments
Exclusion Criteria:
- Self-reported history of lower extremity injury or surgery in the past 6 months
- Diagnosed neurological or vestibular disorders affecting balance
- Regular participation in structured balance or physical activity training outside the study
- Any medical condition that prevents safe performance of physical activity
学习计划
研究是如何设计的？
设计细节
- 主要用途：其他
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：单身的
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
|
无干预：控制组
|
|
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实验性的：classroom based physical activity
|
Participants in this group will take part in short physical activity breaks during their regular classroom sessions.
Each break lasts about 5 to 10 minutes and includes simple movements such as standing up, stretching, walking in place, or light aerobic exercises.
These breaks will occur 5 times per week over 8 weeks.
A trained instructor or a pre-recorded video will guide the activities.
|
研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
academic self-efficacy
大体时间：Baseline, week 8
|
Academic Self-Efficacy measured by the Chinese version of the Academic Self-Efficacy Scale, ASES-C，which is an 8-item, unidimensional scale using a 7-point Likert scale.
The scoring range is from 8 to 56.
A higher score indicates a better outcome (higher academic self-efficacy).
|
Baseline, week 8
|
合作者和调查者
研究记录日期
研究主要日期
学习开始 (估计的)
初级完成 (估计的)
研究完成 (估计的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他研究编号
- 81250442
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