A Multiple Targeted Research Protocol for a Quasi-Experimental Trial in Primary School Children Based on an Active Break Intervention: The Imola Active Breaks (I-MOVE) Study
Abstract
:1. Introduction
Aims of the I-MOVE Study
2. Materials and Methods
2.1. Study Design
2.2. School and Participant Recruitment
2.3. Sample Size
2.4. Intervention
2.5. Data Collection and Outcome Measures
2.5.1. PA and Sedentary Behavior
2.5.2. Health-Related Fitness
2.5.3. Motor Control Development During Fine and Gross (Locomotor) Tasks
2.5.4. Dietary Patterns
2.5.5. Anthropometric Evaluation
2.5.6. Sociodemographic Determinants.
2.5.7. Cognitive Function
2.5.8. Time-On-Task Behavior
2.5.9. Quality of Life (HRQoL)
2.5.10. Process Evaluation of Children and Teachers
2.6. Data Analysis
2.6.1. Quantitative Analysis
2.6.2. Qualitative Analysis
2.7. Harmonization and Standardization
2.8. Dissemination of Project Findings
3. Discussion
4. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
Appendix A
- Knowing their attitude concerning physical activity in general;
- Knowing their attitude in respect of the practice of active breaks;
- Knowing if something has changed in their attitude with respect to active breaks after having practiced them for all the intervention period.
- Factors related to us (barriers, limitations and points of strength. For example: a lack of personal skills, low trust and confidence in the proposed intervention);
- Factors related to children (such as difficulties in handling them and fear of accidents);
- Factors related to the environment (availability of space, inadequacy of space and not very stimulating exercises).
Appendix B
- Knowing their attitude concerning physical activity in general and sport practiced;
- Knowing their attitude in respect of the practice of active breaks;
- Knowing if something has changed in their attitude toward physical activity after having practiced active breaks for all the intervention period.
- Factors related to active breaks protocol (barriers, limitations and points of strength. For example: a lack of fun and uninvolving games);
- Factors related to themself (such as difficulties in interacting with other children and difficulties in managing the times of active breaks);
- Factors related to the environment (small classroom’s space and too much noise).
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Phase | Aim | Examples of the Type of Exercises | Duration |
---|---|---|---|
Warm-up | Cardiorespiratory and mobility exercises | “The chair march”: The children all stand up and move their chairs sideways, waiting for the teacher’s commands. They begin to march, raising their knees well and resting their toes on the chair, without pushing upwards. Progressively, they also combine the movement of the legs with the alternating movement of the arms. | 2 min |
Tone-up | High-intensity interval training (HIIT) exercises | HIIT Animal jumps: Children scattered around the classroom have to jump like frogs for 40 s then rest for 20 s and repeat the exercise 2 times, then they jump like kangaroos for 40 s with 20 s break to be performed 2 times. | 5 min |
Cool-down | Breath and relaxation exercises | The imaginary balloon: Children must inflate an imaginary balloon by inhaling and exhaling, mimicking the progressive expansion of the balloon with the widening of their arms. We ask for a very slow and long exhalation twice as long as the inspiration. | 3 min |
Outcome Measures | Baseline October 2019 (T0) | Mid-Intervention October 2020 (T1) | End of Intervention June 2021 (T2) | 6 Months After End of Intervention December 2021 (T3) |
---|---|---|---|---|
Personal information (Age, Country) | √ | √ | ||
PA and sedentary behavior (accelerometer) | √ | √ | √ | |
Total reported physical activity Questionnaire | √ | √ | √ | |
Health related fitness | √ | √ | √ | |
Motor control development | √ | √ | √ | |
Dietary patterns | √ | √ | √ | |
Anthropometric evaluation | √ | √ | √ | |
Sociodemographic and early determinants | √ | √ | ||
Cognitive Function | √ | √ | √ | |
Time-on-task behavior (Teachers and children self-administrated questionnaire) | √ | √ | ||
Quality of Life | √ | √ | √ | |
Process evaluation focus group with children | √ | |||
Process evaluation: focus group with teachers | √ |
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Masini, A.; Lanari, M.; Marini, S.; Tessari, A.; Toselli, S.; Stagni, R.; Bisi, M.C.; Bragonzoni, L.; Gori, D.; Sansavini, A.; et al. A Multiple Targeted Research Protocol for a Quasi-Experimental Trial in Primary School Children Based on an Active Break Intervention: The Imola Active Breaks (I-MOVE) Study. Int. J. Environ. Res. Public Health 2020, 17, 6123. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17176123
Masini A, Lanari M, Marini S, Tessari A, Toselli S, Stagni R, Bisi MC, Bragonzoni L, Gori D, Sansavini A, et al. A Multiple Targeted Research Protocol for a Quasi-Experimental Trial in Primary School Children Based on an Active Break Intervention: The Imola Active Breaks (I-MOVE) Study. International Journal of Environmental Research and Public Health. 2020; 17(17):6123. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17176123
Chicago/Turabian StyleMasini, Alice, Marcello Lanari, Sofia Marini, Alessia Tessari, Stefania Toselli, Rita Stagni, Maria Cristina Bisi, Laura Bragonzoni, Davide Gori, Alessandra Sansavini, and et al. 2020. "A Multiple Targeted Research Protocol for a Quasi-Experimental Trial in Primary School Children Based on an Active Break Intervention: The Imola Active Breaks (I-MOVE) Study" International Journal of Environmental Research and Public Health 17, no. 17: 6123. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17176123