Bugge Anna, Tarp Jakob, Østergaard Lars, Domazet Sidsel Louise, Andersen Lars Bo, Froberg Karsten
Centre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230 Odense M, Denmark.
BMC Public Health. 2014 Sep 18;14:967. doi: 10.1186/1471-2458-14-967.
The aim of the study; LCoMotion - Learning, Cognition and Motion was to develop, document, and evaluate a multi-component physical activity (PA) intervention in public schools in Denmark. The primary outcome was cognitive function. Secondary outcomes were academic skills, body composition, aerobic fitness and PA. The primary aim of the present paper was to describe the rationale, design and methods of the LCoMotion study.
METHODS/DESIGN: LCoMotion was designed as a cluster-randomized controlled study. Fourteen schools from all five regions in Denmark participated. All students from 6th and 7th grades were invited to participate (n = 869) and consent was obtained for 87% (n = 759). Baseline measurements were obtained in November/December 2013 and follow-up measurements in May/June 2014. The intervention lasted five months and consisted of a "package" of three main components: PA during academic lessons, PA during recess and PA homework. Furthermore a cycling campaign was conducted during the intervention period. Intervention schools should endeavor to ensure that students were physically active for at least 60 min every school day. Cognitive function was measured by a modified Eriksen flanker task and academic skills by a custom made mathematics test. PA was objectively measured by accelerometers (ActiGraph, GT3X and GT3X+) and aerobic fitness assessed by an intermittent shuttle-run test (the Andersen intermittent running test). Furthermore, compliance with the intervention was assessed by short message service (SMS)-tracking and questionnaires were delivered to students, parents and teachers.
LCoMotion has ability to provide new insights on the effectiveness of a multicomponent intervention on cognitive function and academic skills in 6th and 7th grade students.
Clinicaltrials.gov: NCT02012881 (10/10/2013).
“LCoMotion - 学习、认知与运动”研究的目的是在丹麦公立学校开发、记录并评估一项多成分体育活动（PA）干预措施。主要结局指标是认知功能。次要结局指标包括学业技能、身体成分、有氧适能和体育活动。本文的主要目的是描述“LCoMotion”研究的理论依据、设计和方法。
方法/设计：“LCoMotion”被设计为一项整群随机对照研究。丹麦所有五个地区的14所学校参与其中。邀请了所有六年级和七年级的学生参与（n = 869），87%（n = 759）的学生获得了同意。于2013年11月/12月进行基线测量，并于2014年5月/6月进行随访测量。干预持续五个月，由三个主要成分组成的“套餐”构成：学术课程期间的体育活动、课间休息时的体育活动和体育活动作业。此外，在干预期间开展了一项自行车运动活动。干预学校应努力确保学生每个上学日至少进行60分钟的体育活动。认知功能通过改良的埃里克森侧翼任务进行测量，学业技能通过定制的数学测试进行测量。体育活动通过加速度计（ActiGraph，GT3X和GT3X +）进行客观测量，有氧适能通过间歇穿梭跑测试（安徒生间歇跑步测试）进行评估。此外，通过短信追踪评估对干预措施的依从性，并向学生、家长和教师发放问卷。
“LCoMotion”有能力就多成分干预对六年级和七年级学生认知功能和学业技能的有效性提供新的见解。
Clinicaltrials.gov：NCT02012881（2013年10月10日）。
