Physically active academic lessons in general upper secondary school - student study
| ISRCTN | ISRCTN63809854 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN63809854 |
| Secondary identifying numbers | SA-355350 |
- Submission date
- 27/12/2023
- Registration date
- 11/01/2024
- Last edited
- 19/12/2024
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Other
Plain English summary of protocol
Background and study aims
Physical activity has been successfully integrated in academic lessons in primary schools showing promising results on cognition and student engagement. However, there is a lack of knowledge about its effects and feasibility for individual situated learning processes in upper secondary school students. This study aims to examine the students’ experiences and perceptions and acute effects of physically active learning and physically active breaks on students’ situational engagement (behavioral, cognitive, and emotional engagement, disaffection and competence experiences) and cognitive prerequisites of learning (alertness and executive functions), and factors modifying these effects (physical and mental load, perceived physical and academic competence).
Who can participate?
We will invite the math and foreign language students from grades 1 and 2 in general upper secondary school to reach 120 students (mean age 17 years).
What does the study involve?
The clusters (students in the same classes) are randomized (by lottery) into three intervention arms, which undergo following treatments in different order: Treatment 1) Physically active math/foreign language lessons with physically active learning (20 minutes of physical activity is integrated into learning goals), Treatment 2) Physically active math/foreign language lessons with physically active breaks (two five-minute breaks, including physical activity not related to learning goals), and Treatment 3) Typical, traditional math/foreign language lessons without physically active learning or physically active breaks (control group).
What are the possible benefits and risks of participating?
Participation in the study does not include any risks; study practices are part of a regular school day. The multidisciplinary study project increases the understanding students’ experiences, engagement, and effects in physically active academic lessons in upper secondary school. The project provides essential evidence-based recommendations of physically active classroom practices for teachers and teacher education to support the development of subject teachers’ competence and, above all, to enhance students’ learning and well-being in general upper secondary schools.
Where is the study run from?
The study will be run from Jamk University of Applied Sciences, Likes, Jyväskylä, Finland and University of Oulu, Finland
When is the study starting and how long is it expected to run for?
September 2023 to December 2024
Who is funding the study?
The study is funded by the Research Council of Finland (355350).
Who is the main contact?
Heidi Syväoja, PhD, Heidi.syvaoja@jamk.fi
Tuija Tammelin, PhD, Tuija.tammelin@jamk.fi
Contact information
Principal Investigator
Piippukatu 2
Jyväskylä
FI-40740
Finland
 ORCID ID |
0000-0002-1771-3977 |
|---|---|
| Phone | +358 400 247 998 |
| tuija.tammelin@jamk.fi |
Public, Scientific, Principal Investigator
Piippukatu 2
Jyväskylä
40100
Finland
| ORCID ID |
0000-0002-6068-9511 |
|---|---|
| Phone | +358 400248133 |
| heidi.syvaoja@jamk.fi |
Study information
| Study design | Cluster-randomized individual crossover trial |
|---|---|
| Primary study design | Interventional |
| Secondary study design | Randomised cross over trial |
| Study setting(s) | School |
| Study type | Quality of life |
| Participant information sheet | ISRCTN63809854 PAALS_information sheet and consent.pdf |
| Scientific title | Students' experiences and the acute effects of physically active academic lessons on students' situational engagement and cognitive prerequisites of learning in general upper secondary school |
| Study acronym | PAAL-S |
| Study objectives | This study aims to explore the students' experiences and acute effects of physically active academic lessons on students’ situational engagement and cognitive prerequisites of learning in general upper secondary school. We examine: 1a. the students’ perceptions and experiences on students’ situational engagement and it’s relation to the physically active classroom practices and academic activities. 1b. the students’ perceptions and experiences on the usefulness of differently used physically active classroom practices during the academic lessons. 2a. how physically active learning and physically active breaks affect students’ alertness and executive functions during academic lessons? We hypothesize that physically active learning and physically active breaks prevent the decline in alertness and executive functions during academic lessons. 2b. how physically active learning and physically active breaks affect students’ situational engagement? We hypothesize that physically active learning and physically active breaks increase student’s situational engagement. 2c. how current physical and mental load modify the acute effects of physically active learning and physically active breaks on situational engagement and cognitive prerequisites of learning? We hypothesize that current physical and mental load alter the effects of physically active learning and physically active breaks on situational engagement and cognitive prerequisites of learning. 2d. how perceived physical and academic competence of students modify the acute effects of PAAL on situational engagement and cognitive prerequisites of learning? We hypothesize that the perceived physical and academic competence of students alters the effects of physically active learning and physically active breaks on situational engagement and cognitive prerequisites of learning. |
| Ethics approval(s) |
Approved 21/12/2023, Ethics Committee of Jamk University of Applied Sciences (PO BOX 207, Jyväskylä, FI-40101, Finland; +358 20 743 8100; tutkimuslupa@jamk.fi), ref: JAMK/4675/13.02/2023472673 |
| Health condition(s) or problem(s) studied | Effects of physically active academic lessons in general upper secondary school |
| Intervention | The effectiveness of physically active academic lessons is examined with a cluster-randomized individual crossover trial. We recruit math and foreign language students from grades 1 and 2 in general upper secondary school to reach 120 students for the classroom measurements. The clusters (students in the same classes) are randomized (by lottery) into three intervention arms, which undergo the following treatments in a different order: Treatment 1. Physically active math/foreign language lessons with physically active learning (20 min physical activity is integrated into learning goals) Treatment 2. Physically active math/foreign language lessons with physically active breaks (two five-minute breaks, including physical activity not related to learning goals) Treatment 3. Typical, traditional math/foreign language lessons without physically active learning or physically active breaks (control group) |
| Intervention type | Behavioural |
| Primary outcome measure | 1. Alertness is assessed with a self-reported questionnaire (eKarolinska Sleepiness scale, KSS) at four times during the 75 min academic lesson in every treatment. 2. Executive functions are evaluated with a modified version of the Eriksen flanker task in the beginning and the end of the 75 min academic lesson in every treatment. 3. Situation-specific engagement is assessed with the computer-based InSituations (InSitu) instrument at the end of the 75 min academic lesson in every treatment. 4. Students’ perceptions and experiences are assessed with transcribed interviews of students. |
| Secondary outcome measures | 1. Physical load (beat-to-beat heart rate, stress, recovery, sleep and physical activity metrics) is measured with Firstbeat Bodyguard 3 sensors at the baseline and during every treatment. 2. Mental load. Study burnout and engagement are measured with the Student Burnout Inventory (SBI-9) and Energy, Dedication and Absorption (EDA-9) questionnaires at the baseline. 3. Perceived physical competence is measured with a questionnaire including a modified Perceived Physical Competence Scale for Children (PPCS) and with questions for ability and desire to develop one's own physical ability at the baseline. 4. Perceived academic competence is assessed with a questionnaire including self-reported academic achievement score (AA) and self-perceptions (in math and foreign language) at the baseline. |
| Overall study start date | 01/09/2023 |
| Completion date | 31/12/2024 |
Eligibility
| Participant type(s) | Learner/student |
|---|---|
| Age group | Mixed |
| Lower age limit | 16 Years |
| Upper age limit | 20 Years |
| Sex | Both |
| Target number of participants | N ̴ 120 students, ̴ 6–8 clusters, ̴ 18 participants per cluster |
| Key inclusion criteria | Math and foreign language students from grades 1 and 2 in general upper secondary school |
| Key exclusion criteria | Young people who are not able to participate in physical activities due to disability or health reasons will not be included in the analyses. |
| Date of first enrolment | 12/02/2024 |
| Date of final enrolment | 30/11/2024 |
Locations
Countries of recruitment
- Finland
Study participating centres
Jyväskylä
40100
Finland
Oulu
FI-90014
Finland
Sponsor information
University/education
Piippukatu 2/ PO Box 207
Jyväskylä
40100
Finland
| Phone | +358 20 743 8100 |
|---|---|
| kirjaamo@jamk.fi | |
| Website | https://www.jamk.fi/en |
"ROR" |
https://ror.org/01dn2ng71 |
Funders
Funder type
Research council
Government organisation / Universities (academic only)
- Alternative name(s)
- Suomen Akatemia, Finlands Akademi, Academy of Finland, AKA
- Location
- Finland
Results and Publications
| Intention to publish date | 31/12/2025 |
|---|---|
| Individual participant data (IPD) Intention to share | Yes |
| IPD sharing plan summary | Available on request |
| Publication and dissemination plan | The preliminary results will be first reported at international and national conferences in 2024–2027. Moreover, the research team will prepare and submit seven manuscripts to international peer-reviewed journals to be published in 2024–2027, with a preference for leading open access journals. In addition, the project will communicate the results via several national and international seminars and webinars. Participation in these events will ensure effective and rapid dissemination of the study results. |
| IPD sharing plan | The datasets generated during and/or analysed during the current study will be available upon request from (Tuija Tammelin, tuija.tammelin@jamk.fi). |
Study outputs
| Output type | Details | Date created | Date added | Peer reviewed? | Patient-facing? |
|---|---|---|---|---|---|
| Participant information sheet | 06/03/2024 | 06/03/2024 | No | Yes |
Additional files
Editorial Notes
19/12/2024: The intention to publish date was changed from 31/05/2025 to 31/12/2025.
06/03/2024: The following changes were made to the trial record:
1. The participant information sheet was uploaded as an additional file.
2. The recruitment start date was changed from 01/02/2024 to 12/02/2024.
3. The recruitment end date was changed from 31/03/2024 to 30/11/2024.
4. The overall end date was changed from 31/05/2024 to 31/12/2024.
5. The plain English summary was updated to reflect these changes.
08/01/2024: Trial's existence confirmed by Ethics Committee of Jamk University of Applied Sciences.
