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Clustered randomised controlled trial of two education interventions designed to increase physical activity and wellbeing of secondary school students : the MOVE Project.

Tymms, Peter and Curtis, Sarah E. and Routen, Ash C. and Thomson, Katie H. and Bolden, David S. and Bock, Susan and Dunn, Christine E. and Cooper, Ashley R. and Elliott, Julian G. and Moore, Helen J. and Summerbell, Carolyn D. and Tiffin, Paul A. and Kasim , Adetayo S. (2016) 'Clustered randomised controlled trial of two education interventions designed to increase physical activity and wellbeing of secondary school students : the MOVE Project.', BMJ open., 6 (1). e009318.

Abstract

Objective: To assess the effectiveness of two interventions in improving the physical activity and wellbeing of secondary school children. Design: A clustered randomised controlled trial; classes, one per school, were assigned to one of three intervention arms or a control group based on a 2x2 factorial design. The interventions were Peer-Mentoring and Participative Learning. Year 7 children (aged 11-12) in the Peer-Mentoring intervention were paired with Year 9 children for six weekly mentoring meetings. Year 7 children in the Participative Learning arm took part in six weekly geography lessons using personalised physical activity and GPS data. Year 7 children in the combined intervention received both interventions, with the Year 9 children only participating in the mentoring sessions. Participants: 1,494 Year 7 students from 60 schools in North-East England took part in the trial. Of these, 43 students opted out of taking part in the evaluation measurements, two moved teaching group and 58 changed school. Valid accelerometry outcome data were collected for 892 students from 53 schools; and wellbeing outcome data were available for 927 students from 52 schools. Main outcome measures The primary outcomes were mean minutes of accelerometer-measured moderate-to-vigorous physical activity (MVPA) per day, and wellbeing as evaluated by the KIDSCREEN-27 questionnaire. These data were collected 6 weeks after the intervention; 12 month follow up is planned. Results: No significant effects (main or interaction) were observed for the outcomes. However, small positive differences were found for both outcomes for the Participative Learning intervention. Conclusion: These findings suggest that the two school-based interventions did not modify levels of physical activity or wellbeing within the period monitored. Change in physical activity may require more comprehensive individual behavioural intervention, and/or more systems based efforts to address wider environmental influences such as family, peers, physical environment, transport and educational policy.

Item Type:Article
Additional Information:Trial registration: http://www.isrctn.com/ISRCTN82956355 Thanks are given to the ESRC which provided the funds for this study: ES/J003492/1. Thanks are also due to Durham University and the Wolfson Research Institute for Health and Wellbeing for supporting preliminary investigations Acknowledgements Other members of the team, from Durham University, also contributed to the project and they are: Christine Merrell, of the Curriculum, Evaluation and Monitoring Centre, Carole Torgerson, Frances Gallanaugh and Susan Gilbert of the School of Education. ARC was supported by the National Institute for Health Research (NIHR) Bristol Nutrition Biomedical Research Unit based at University Hospitals Bristol NHS Foundation Trust and the University of Bristol. The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR or the Department of Health. Thanks are given to the Wellcome Trust for loaning accelerometers to the project. We should thank the schools, and staff and children in those schools who took part in the study.
Keywords:Physical activity, Wellbeing, Intervention, Children, School.
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Status:Peer-reviewed
Publisher Web site:http://dx.doi.org/10.1136/bmjopen-2015-009318
Publisher statement:This is an Open Access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) license, which permits others to distribute, remix, adapt and build upon this work, for commercial use, provided the original work is properly cited. See: http://creativecommons.org/licenses/by/4.0/
Date accepted:30 November 2015
Date deposited:08 January 2016
Date of first online publication:06 January 2016
Date first made open access:08 January 2016

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