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Integrating physical activity into the primary school curriculum: rationale and study protocol for the "Thinking while Moving in English" cluster randomized controlled trial
Myrto F. Mavilidi David Lubans P J Morgan Andrew Miller Narelle Eather Frini Karayanidis Chris Lonsdale Michael Noetel Kylie Shaw Nicholas Riley
Myrto F. Mavilidi
David Lubans
P J Morgan
Andrew Miller
Narelle Eather
Frini Karayanidis
Chris Lonsdale
Michael Noetel
Kylie Shaw
Nicholas Riley
Abstract
Background
The current and declining physical activity levels of children is a global concern. Integrating physical activity into the school curriculum may be an effective way not only to improve children’s physical activity levels but also enhance educational outcomes. Given the recent national focus in Australia on improving the literacy levels of children in primary school, and an increasing proportion of time spent on explicitly teaching these skills, integrating physical activity into English could be a viable strategy to improve literacy levels and physical activity at the same time. The aim of this study is to evaluate the impact of the ‘Thinking While Moving in English’ (TWM-E) program on children’s physical activity, on-task behavior in the classroom, academic achievement, and executive function.
Methods
Grade 3–4 children from 10 public schools in New South Wales, Australia will be randomly allocated to intervention (n = 5) or control (n = 5) groups. All teachers will receive 1-day workshop of registered professional learning and a TWM-E equipment pack (e.g., chalk, lettered bean bags). Intervention schools will be asked to adapt their English lessons to embed movement-based learning in their daily program for three 40-min lessons per week, over a six-week period. The primary outcome is children’s physical activity levels across the school day (measured using accelerometry). Secondary outcomes are children’s on-task behavior during English lessons, academic achievement in English, and executive function. A detailed process evaluation will be undertaken including questionnaires, fidelity checks, and teacher and student interviews.
Discussion
The TWM-E program has the potential to improve primary school children’s physical activity levels, along with academic outcomes (on-task behavior, cognition, and academic achievement), and provide stakeholders with exemplar lessons and guidelines which illustrate how to teach English to children whilst they are moving.
Keywords
physical activity, primary schools, English, on-task behavior, cognitive function, randomized controlled trial
Date
2019
Type
Journal article
Journal
BMC Public Health
Book
Volume
19
Issue
1
Page Range
1-12
Article Number
ACU Department
Non-faculty
School of Behavioural and Health Sciences
Faculty of Health Sciences
School of Behavioural and Health Sciences
Faculty of Health Sciences
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open