Zapata-Lamana Rafael, Robles-Campos Alejandra, Reyes-Molina Daniel, Rojas-Bravo Jorge, Salcedo Lagos Pedro, Chávez-Castillo Yasna, Gajardo-Aguayo Jorge, Villalobos Jacqueline Valdebenito, Arias Ana María, Sanhueza-Campos Cristian, Ibarra Mora Jessica, Reyes-Amigo Tomás, Cristi-Montero Carlos, Sánchez-Oliva David, Ruiz-Hermosa Abel, Sánchez-López Mairena, Poblete-Valderrama Felipe, Celis-Morales Carlos, Martorell Miquel, Carrasco-Marín Fernanda, Albornoz-Guerrero Javier, Parra-Rizo María Antonia, Cigarroa Igor
Escuela de kinesiología, Facultad de Salud, Universidad Santo Tomás, Los Ángeles, Chile.
Escuela de Educación, Universidad de Concepción, Los Ángeles, Chile.
Front Physiol. 2024 Sep 12;15:1438555. doi: 10.3389/fphys.2024.1438555. eCollection 2024.
The incidence of mental health issues in children is increasing worldwide. In Chile, a recent surge in reports of deteriorating mental health among school populations and an increase in complaints related to poor school climate have been observed. Physical activity, specifically active breaks in the classroom, has shown positive effects on children's health. However, evidence regarding its impact on mental health and school climate in children is limited.
This work outlines the design, measurements, intervention program, and potential efficacy of the "Active Classes + School Climate and Mental Health" project. This project will assess a 12-week program of active breaks through guided videos with curricular content in the school classroom, and its effects on mental health and school climate as its primary indicators. Additionally, it will measure physical activity, physical fitness, motor competence, and academic performance in students aged 6-10 years in the Biobío province, Chile, as secondary indicators. Methodology: A multicenter randomized controlled trial involving 823 students from 1st to 4th grade (6-10 years old), six schools (three intervention and three control) will be conducted in the Biobío region, Chile. Participants belonging to the intervention group will implement video-guided active breaks through the "Active Classes" web platform, featuring curricular content, lasting 5-10 min and of moderate to vigorous intensity physical activity, twice a day, Monday to Friday, over a span of 12 weeks. Expected Results/Discussion: To our knowledge, this will be the first study in Chile to evaluate the effects of incorporating video-guided active breaks with curricular content on mental health variables and school climate in schoolchildren. Thus, this study contributes to the scarce evidence on the effects of video-guided active breaks on mental health variables and school climate in schoolchildren worldwide. Additionally, it will provide crucial information about active teaching methodologies that have the potential to positively contribute to the wellbeing of students, thus addressing the problems of mental health and climate in Chilean schools. ClinicalTrials.gov ID NCT06423404.
全球范围内儿童心理健康问题的发生率正在上升。在智利，最近观察到学校人群心理健康状况恶化的报告激增，以及与不良学校氛围相关的投诉增多。体育活动，特别是课堂上的积极休息，已显示出对儿童健康有积极影响。然而，关于其对儿童心理健康和学校氛围影响的证据有限。
本研究概述了“活力课堂+学校氛围与心理健康”项目的设计、测量方法、干预方案及潜在效果。该项目将评估一项为期12周的通过学校课堂中带有课程内容的指导视频进行积极休息的方案，及其对心理健康和学校氛围的影响作为主要指标。此外，它还将测量智利比奥比奥省6至10岁学生的体育活动、身体素质、运动能力和学业成绩作为次要指标。方法：在智利比奥比奥地区进行一项多中心随机对照试验，涉及823名1至4年级（6至10岁）的学生，六所学校（三所干预学校和三所对照学校）。干预组的参与者将通过“活力课堂”网络平台实施视频指导的积极休息，内容包含课程内容，每次持续5至10分钟，为中等至剧烈强度的体育活动，每天两次，周一至周五，为期12周。预期结果/讨论：据我们所知，这将是智利第一项评估将带有课程内容的视频指导积极休息纳入其中对学童心理健康变量和学校氛围影响的研究。因此，本研究为全球范围内关于视频指导积极休息对学童心理健康变量和学校氛围影响的稀缺证据做出了贡献。此外，它将提供有关积极教学方法的关键信息，这些方法有可能对学生的福祉产生积极影响，从而解决智利学校的心理健康和氛围问题。ClinicalTrials.gov标识符：NCT06423404。
