Estevan Isaac, García-Massó Xavier, Menescardi Cristina, Ortega-Benavent Nuria, Montalt-García Sergio, Romero-Martínez Jorge, Castillo Isabel, Álvarez Octavio, Queralt Ana, Molina-García Javier
Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain.
AFIPS Research Group, University of Valencia, 46010 Valencia, Spain.
Behav Sci (Basel). 2023 Jul 21;13(7):609. doi: 10.3390/bs13070609.
Physical literacy is crucial for children's appropriate development and physical, social and mental health. In a school setting, class-based physical activity (PA) interventions are considered to be appropriate programs to foster PA participation and cognitive development. The purpose of this project, named the Active Learning in PHYsical Literacy (ALPHYL) study, was to describe a multicomponent classroom-based physically-active learning randomised control trial (RCT) in primary school children. The main purpose was to promote children's physical literacy, academic achievement and cognitive function. The ALPHYL study is mainly based on physical literacy, active school models and the Supportive, Active, Autonomous, Fair and Enjoyable principles. The ALPHYL is an 8-10-week RCT to be conducted in six primary schools (12 classes) in Valencia (Spain) and its metropolitan area. Schools will be randomly assigned to the intervention or waiting-list control group. After a 30 h in-person training course for teachers and weekly meetings in the three months of resource preparation, the ALPHYL intervention will be conducted in physical education (PE) and non-PE lessons by teachers. The intervention consists of at least three daily sessions of physically active learning in addition to model-based PE teaching. Its feasibility will be evaluated weekly according to the Reach, Effectiveness, Adoption, Implementation and Maintenance framework. To assess its effectiveness, a pre-test, post-test and retention (8-10 weeks post-intervention) with primary outcomes (i.e., PA level, motor competence, perceived motor competence and PL, motivation, perceived social support, academic achievement and cognitive function), secondary outcomes and covariates will be collected.
身体素养对儿童的正常发育以及身体、社交和心理健康至关重要。在学校环境中，基于课堂的体育活动（PA）干预被认为是促进体育活动参与和认知发展的合适项目。这个名为“身体素养中的主动学习”（ALPHYL）研究项目的目的是描述一项针对小学生的多成分基于课堂的体育活动学习随机对照试验（RCT）。主要目的是提高儿童的身体素养、学业成绩和认知功能。ALPHYL研究主要基于身体素养、积极的学校模式以及支持性、主动性、自主性、公平性和趣味性原则。ALPHYL是一项为期8至10周的随机对照试验，将在西班牙巴伦西亚及其大都市区的六所小学（12个班级）进行。学校将被随机分配到干预组或等待名单对照组。在为教师提供30小时的面对面培训课程以及在资源准备的三个月内每周举行会议之后，ALPHYL干预将由教师在体育课和非体育课中进行。干预包括除基于模型的体育教学之外，每天至少进行三次体育活动学习。将根据覆盖范围、有效性、采用情况、实施情况和维持情况框架每周评估其可行性。为了评估其有效性，将收集前测、后测和随访（干预后8至10周）的数据，包括主要结果（即体育活动水平、运动能力、感知运动能力和身体素养、动机、感知社会支持、学业成绩和认知功能）、次要结果和协变量。
