Faculty of Education, Complutense University of Madrid, Madrid, Spain.
Faculty of Sports Sciences, European University of Madrid, Villaviciosa de Odón, Spain.
Scand J Med Sci Sports. 2022 Aug;32(8):1249-1257. doi: 10.1111/sms.14167. Epub 2022 Apr 23.
School-based sport interventions have shown beneficial effects on psychosocial functioning and academic performance in children. However, the inter-individual variability in response to these types of interventions remains unclear. We aimed to determine which children benefit most from a school-based sport intervention.
This is an ancillary analysis of a randomized controlled trial assessing the effects of a 1-year school-based karate intervention (versus "traditional" physical education lessons) in children (7-8 years) from twenty schools across five European countries. Outcomes included psychosocial functioning (Strengths and Difficulties Questionnaire [SDQ] for parents) and academic performance (grade point average). Only participants of the intervention group were included in the present ancillary analysis, and were categorized as responders or non-responders for the analyzed outcomes attending to whether improvements surpassed a minimal clinically important difference.
About 388 children (187 girls) from the intervention group completed the study, of which 17% and 46% were considered responders for SDQ and academic performance, respectively. Responders for the SDQ presented higher SDQ scores (i.e., higher psychosocial difficulties) at baseline than non-responders (p < 0.001). Responders for academic performance were mostly males (p = 0.017), with an older age (p = 0.030), and with worse academic performance (p < 0.001) at baseline compared with non-responders, and tended to present higher SDQ scores (p = 0.055). Responders for one outcome obtained greater benefits from the intervention on the other outcome (e.g., responders for SDQ improved academic performance [p < 0.001] compared with non-responders).
A school-based sport intervention (karate) seems particularly effective for children with psychosocial difficulties and low academic performance.
以学校为基础的运动干预措施已显示出对儿童的社会心理功能和学业成绩有有益影响。然而，对于这些类型的干预措施的个体反应的个体差异仍不清楚。我们旨在确定哪些儿童从以学校为基础的运动干预中受益最大。
这是一项随机对照试验的辅助分析，该试验评估了为期一年的以学校为基础的空手道干预（与“传统”体育课程相比）对来自五个欧洲国家的二十所学校的儿童（7-8 岁）的影响。结果包括社会心理功能（家长用长处和困难问卷 [SDQ]）和学业成绩（平均绩点）。仅包括干预组的参与者参加了本辅助分析，并根据是否改善超过最小临床重要差异，将其归类为分析结果的应答者或无应答者。
干预组约有 388 名儿童（187 名女孩）完成了研究，其中 17%和 46%分别被认为是 SDQ 和学业成绩的应答者。SDQ 的应答者在基线时的 SDQ 得分（即更高的社会心理困难）高于无应答者（p<0.001）。学业成绩的应答者主要是男性（p=0.017），年龄较大（p=0.030），基线时的学业成绩较差（p<0.001），与无应答者相比，并且倾向于表现出更高的 SDQ 分数（p=0.055）。一个结果的应答者从另一个结果的干预中获得了更大的益处（例如，SDQ 的应答者改善了学业成绩 [p<0.001]，与无应答者相比）。
以学校为基础的运动干预（空手道）似乎对社会心理困难和学业成绩较低的儿童特别有效。
