经常无法通过随机对照试验评估身体活跃的课程。
评估使用教室交互式白板进行的“虚拟旅行者”(VT)干预对身体活动的影响,任务上的行为,和学生参与。
参与者是来自大伦敦10所学校的219名8至9岁的儿童,在2015年3月至2016年5月的整群随机对照试验中评估.6周,干预儿童在数学和英语课程中每周接受三次10分钟的VT课程(VT组:n=113)。对照学校的儿童接受定期教学(COM组:n=106)。结果是上学日,周末,和上课时间久坐行为(SB),轻度体力活动(LPA)和中度至剧烈体力活动(MVPA),任务行为和学生参与,在基线(T0)评估,2周(T1),室性心动过速干预期间的4周(T2)以及干预后的1周(T3)和3个月(T4)使用多水平建模。
VT学生仅在T1时参加更多的学年MVPA,在整个学校日或周末活动方面,组间没有其他显着差异。VT学生在上课时间内的SB和MVPA明显少于COM学生。VT学生比COM学生表现出更多的任务行为,但学生参与度没有差异。
室性心动过速在上课期间减少了久坐行为并增加了体育锻炼,但在整个学校或周末则没有。VT改善了任务行为,但对学生参与度没有影响。
可以使用交互式白板将身体活动整合到教学中,而不会损害教育成果。
Physically active lessons have not often been assessed with randomized controlled trials.
Evaluate the effects of the \"Virtual Traveller\" (VT) intervention delivered using classroom interactive whiteboards on physical activity, on-task behavior, and student engagement.
Participants were 219 children aged 8 to 9 years from 10 schools in Greater London, assessed in a cluster-randomized controlled trial between March 2015 and May 2016. For 6 weeks, intervention children received 10-minute VT sessions three times a week during math and English lessons (VT group: n = 113). Children in control schools received regular teaching (COM group: n = 106). Outcomes were school-day, weekend-day, and lesson-time sedentary behavior (SB), light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA), and on-task behavior and student engagement, assessed at baseline (T0), 2 weeks (T1), and 4 weeks (T2) during the VT intervention and 1 week (T3) and 3 months (T4) postintervention using multilevel modeling.
VT pupils engaged in significantly more school-day MVPA at T1 only, with no other significant differences between groups in overall school-day or weekend-day activity. VT pupils engaged in significantly less SB and more MVPA during lesson time than COM pupils. More on-task behavior was shown in VT pupils than COM pupils but there was no difference in student engagement.
VT reduced sedentary behavior and increased physical activity during lesson time but not across overall school or weekend days. VT improved on-task behavior but had no effect on student engagement.
Physical activity can be integrated into teaching using interactive whiteboards with no detriment to educational outcomes.