PE Audit and Feedback for Increasing Physical Activity in Kids

Overseen By Caroline Nguyen, BA

Age: 18+

Sex: Any

Trial Phase: Academic

Sponsor: University of California, Berkeley

Disqualifiers: Well-established PE program

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: Unknown

What You Need to Know Before You Apply

What is the purpose of this trial?

The trial aims to boost physical activity in kids by testing a new tool that helps schools better comply with physical education (PE) laws. It will evaluate whether a PE audit and feedback tool (a method for assessing and enhancing PE programs) is effective, adaptable, and widely applicable for increasing student activity. Schools in Oakland, California, where more than half of the students receive free or reduced-price meals and the student body is mostly non-white, might be suitable candidates. The tool will provide these schools with an audit of their current PE program and advice on improvements, while other schools will continue with their usual PE support. As an unphased trial, this study offers schools a unique opportunity to enhance their PE programs and directly contribute to improving student health and activity levels.

Do I need to stop taking my current medications to join the trial?

The trial protocol does not specify whether participants need to stop taking their current medications.

What prior data suggests that this PE audit and feedback tool is safe for increasing physical activity in kids?

Research has shown that tools like the PE Audit and Feedback Tool are generally safe for use in schools. These tools aim to enhance physical education (PE) programs by providing feedback and guidance. Studies have found that these tools help schools comply better with PE-related laws and increase student physical activity without known risks or negative effects. The primary goal is to create school environments that better support physical activity. As a behavioral approach, it involves no drugs or physical procedures, making it naturally low-risk. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about the PE Audit and Feedback Tool because it offers a fresh approach to improving physical activity programs in schools. Unlike standard district-level support, this tool provides a personalized audit of each school's existing PE program, delivering tailored feedback and technical assistance to enhance it. This targeted intervention can lead to more effective and engaging physical education, potentially boosting kids' activity levels beyond what typical support can achieve. By directly addressing and refining current PE practices, this method might significantly impact students' overall physical health and well-being.

What evidence suggests that the PE audit and feedback tool is effective for increasing physical activity in kids?

Research has shown that a review and feedback tool can help schools better comply with physical education (PE) laws. In this trial, some schools will receive the PE Audit and Feedback Tool, which studies have found helps schools plan and maintain improved PE programs. This method offers clear guidance and support, making it easier for schools to provide more physical activity opportunities for students. By addressing each school's specific needs, the tool can lead to lasting improvements in student fitness and health. Feedback and coaching play a crucial role in helping schools implement these changes successfully. ^{1 2 3 6 7}

Are You a Good Fit for This Trial?

This study is for elementary schools in Oakland, California where most students get free or reduced-price meals and are non-white. Schools with well-established PE programs that meet district expectations are not eligible.

Inclusion Criteria

Elementary school in the Oakland Unified School District

>80% of students non-white

>50% of students in the school qualify for free or reduced-price meals

Exclusion Criteria

Having a PE program known by the PE Director to be well-established and/or meet/exceed district expectations for PE

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Intervention

Schools receive a PE audit and feedback tool to improve PE program compliance

12 weeks

Ongoing school visits for audit and feedback

Follow-up

Participants are monitored for effectiveness of the intervention in increasing PE compliance

12 weeks

What Are the Treatments Tested in This Trial?

Interventions

• PE Audit and Feedback Tool

Trial Overview

The trial is testing a 'PE audit and feedback tool' designed to increase physical education law compliance in schools. It aims to find out if this tool can help make kids more active by making sure schools follow PE laws.

How Is the Trial Designed?

Group I: PE Audit and Feedback Intervention Experimental Treatment 1 Intervention

Schools in this arm will receive a PE audit and feedback tool delivered by the school district's teacher on special assignment for PE, which will consist of an audit of the school's existing PE program; Feedback on ways to improve the PE program; and technical assistance to help improve the PE program.

Group II: PE Support as Usual Active Control 1 Intervention

Schools in this arm will receive district-level support for PE as is typically provided by the school district.

Who Is Running the Clinical Trial?

University of California, Berkeley

Lead Sponsor

Trials

193

Recruited

716,000+

Published Research Related to This Trial

The monitoring-and-feedback tool, which includes an activity monitor and a counseling protocol, was well-received by both patients and nurses, with 88% of patients using it throughout the intervention period.

Patients using the tool reported greater improvements in physical activity levels and increased awareness and enjoyment of their exercise routines compared to those who did not use the tool, despite encountering technical issues in 58% of cases.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Process evaluation of physical activity counselling with and without the use of mobile technology: A mixed methods study. Verwey, R., van der Weegen, S., Spreeuwenberg, M., et al.[2016]

A one-year teaching intervention using the SHARP Principles Model significantly increased moderate to vigorous physical activity (MVPA) among primary school children, with a notable effect size indicating its effectiveness.

In contrast, a control school showed no increase in MVPA and a decrease in vigorous activity, highlighting the intervention's positive impact on physical education compared to standard practices.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Increasing physical activity levels in primary school physical education: The SHARP Principles Model. Powell, E., Woodfield, LA., Nevill, AM.[2020]

The Action 3:30 trial demonstrated good intervention fidelity, with teaching assistants effectively using enjoyment-focused methods that improved children's skills and self-esteem, particularly benefiting boys' physical activity levels.

To enhance the program's effectiveness, especially for girls, recommendations include offering age-appropriate activities, providing training for managing challenging behavior, and improving recruitment strategies through taster sessions during PE lessons.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Increasing children's physical activity through a teaching-assistant led extracurricular intervention: process evaluation of the action 3:30 randomised feasibility trial. Jago, R., Sebire, SJ., Davies, B., et al.[2022]

Involving children as coresearchers in the 'Kids in Action' study led to significant improvements in their self-reported consumption of energy drinks and increased moderate-to-vigorous physical activity over two years, indicating the potential effectiveness of child-led health interventions.

However, the study also revealed some adverse effects on specific fitness measures like speed and agility, suggesting that while the intervention had positive outcomes, it may not uniformly benefit all aspects of physical fitness.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

How to Evaluate the Effectiveness of Health Promotion Actions Developed Through Youth-Centered Participatory Action Research. Anselma, M., Altenburg, TM., Twisk, JWR., et al.[2023]

In a study of 1,585 seven-year-olds, boys who engaged in higher levels of moderate to vigorous physical activity (MVPA) and vigorous physical activity (VPA) were found to have a greater risk of injury-related hospital admissions or A&E visits as they aged, indicating a potential link between higher activity levels and injury risk.

The research suggests that while increased physical activity is generally beneficial for health, boys may face higher injury risks due to the types of activities they engage in, highlighting the need for tailored injury prevention strategies that do not discourage physical activity.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Are active children and young people at increased risk of injuries resulting in hospital admission or accident and emergency department attendance? Analysis of linked cohort and electronic hospital records in Wales and Scotland. Griffiths, LJ., Cortina-Borja, M., Tingay, K., et al.[2021]

A newly proposed questionnaire for assessing physical activity in pre-school children was validated against accelerometry and heart-rate data, showing that children classified as physically active had significantly higher mean accelerometry counts (MACT) and spent more time in moderate-to-vigorous physical activity (MVPA).

The extended version of the questionnaire, which added more questions, allowed for a more refined classification of physical activity levels, revealing that children classified as having medium or high physical activity levels had progressively greater MACT and MVPA, indicating the tool's effectiveness in distinguishing between varying levels of physical activity.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Validation and extension of a simple questionnaire to assess physical activity in pre-school children. Bayer, O., Jarczok, M., Fischer, J., et al.[2019]

The PE and Recess State Policy Classification System (PERSPCS) was developed to systematically assess state policies related to physical education and recess, focusing on five key areas, including time requirements and staffing.

Inter-rater agreement for the assessment of these policies was high, indicating reliability in the evaluation process, but overall state policies were found to meet only minimal requirements as of December 2003, highlighting a need for improvement in addressing childhood obesity.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Development of a Physical Education-Related State Policy Classification System (PERSPCS). Mâsse, LC., Chriqui, JF., Igoe, JF., et al.[2007]

A core outcome set (COS) for physical activity interventions in primary schools was developed through a modified-Delphi study involving 104 stakeholders and 16 children, ensuring that the outcomes reflect the perspectives of educators, health professionals, researchers, and parents.

The final COS includes 14 critical outcomes across three domains: physical activity and health, social and emotional health, and educational performance, which will help standardize measurements in future studies and reduce variability in research findings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Developing a core outcome set for physical activity interventions in primary schools: a modified-Delphi study. Ram, B., Foley, KA., van Sluijs, E., et al.[2023]

A systematic review of 83 studies found that indirect assessments of physical activity (like questionnaires) often overestimate actual activity levels measured directly (like with accelerometers), with 72% of indirect measures showing this trend.

The correlations between indirect and direct measures of physical activity in children and adolescents were generally low to moderate, raising concerns about the accuracy of these assessments in informing health policies and understanding health outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A comparison of indirect versus direct measures for assessing physical activity in the pediatric population: a systematic review. Adamo, KB., Prince, SA., Tricco, AC., et al.[2022]

The LOOK study will follow 830 children aged 7-8 years over four years to investigate how physical activity impacts their psychological and physical health, aiming to address the rising concern of inactivity leading to chronic diseases in children.

The study will compare the effects of a specialized physical education program on 430 children against a control group of 400 children receiving standard physical education, measuring various health and development outcomes at grades 2, 4, and 6.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The lifestyle of our kids (LOOK) project: outline of methods. Telford, RD., Bass, SL., Budge, MM., et al.[2016]

This study will evaluate the effectiveness of 'Energisers,' which are short, educator-led physical activity sessions, in increasing moderate-to-vigorous physical activity (MVPA) among children aged three to six in Early Childhood Education and Care (ECEC) centres.

The trial involves 14 ECEC centres in New South Wales, Australia, and will objectively measure MVPA using accelerometers over three days, comparing results at baseline and six months later to determine the impact of the intervention.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A Cluster Randomised Controlled Trial of an Intervention to Increase Physical Activity of Preschool-Aged Children Attending Early Childhood Education and Care: Study Protocol for the 'Everybody Energise' Trial. Delaney, T., Jackson, JK., Jones, J., et al.[2020]

In a study of 20 public elementary schools in San Francisco, physical education (PE) increased by an average of 11 minutes per week based on teacher schedules and 14 minutes per week based on direct observations from 2011 to 2013.

The proportion of schools meeting state PE mandates rose from 20% to 30% after public disclosure of PE compliance data, suggesting that transparency can effectively improve adherence to PE policies.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Public Disclosure to Improve Physical Education in an Urban School District: Results From a 2-Year Quasi-Experimental Study. Thompson, HR., Vittinghoff, E., Linchey, JK., et al.[2018]

In a study involving 177 elementary students over one school week, providing feedback plus physical activity information significantly increased the number of steps taken compared to just feedback or no feedback at all.

Students in the feedback plus information group took an average of 17.17 steps per minute, which was significantly higher than the feedback group (13.77 steps/min) and the control group (12.41 steps/min), indicating that combining feedback with actionable information can effectively boost physical activity in children.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The effect of feedback and information on children's pedometer step counts at school. Butcher, Z., Fairclough, S., Stratton, G., et al.[2019]

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