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Classroom Activities

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Know the risks and potential benefits of clinical studies and talk to your health care provider before participating. Read our disclaimer for details. Identifier: NCT03394846
Recruitment Status : Recruiting
First Posted : January 9, 2018
Last Update Posted : April 17, 2019
Information provided by (Responsible Party):
R. Glenn Weaver, University of South Carolina

Tracking Information
First Submitted Date  ICMJE November 10, 2017
First Posted Date  ICMJE January 9, 2018
Last Update Posted Date April 17, 2019
Actual Study Start Date  ICMJE October 1, 2018
Estimated Primary Completion Date May 1, 2020   (Final data collection date for primary outcome measure)
Current Primary Outcome Measures  ICMJE
 (submitted: January 8, 2018)
Physical Activity [ Time Frame: 5 school days ]
Change in self-reported use of movement integration strategies. Teachers will complete a weekly log of movement integration product implementation. To complete the log, each teacher will log onto a password-protected website. Teachers will indicate the number of minutes per day they used the MI product and academic subjects in which the MI product was used. If teachers fail to complete the log they will receive an email reminder.
Original Primary Outcome Measures  ICMJE Same as current
Change History
Current Secondary Outcome Measures  ICMJE Not Provided
Original Secondary Outcome Measures  ICMJE Not Provided
Current Other Pre-specified Outcome Measures Not Provided
Original Other Pre-specified Outcome Measures Not Provided
Descriptive Information
Brief Title  ICMJE Classroom Activities
Official Title  ICMJE Testing Products to Increase Children's Physical Activity in the Classroom: Identifying What Works and What Doesn't
Brief Summary Movement integration programs that incorporate physical activity into academics are widely available for teachers to use, and have been shown to provide meaningful amounts of physical activity, improve on-task behavior, enhance cognitive function, and increase standardized test scores of children. However, teachers rarely use these programs. This project aims to use product testing and development methodologies to test current movement integration programs, identify critical attributes of those programs that hinder or enhance uptake by teachers, and develop a novel movement integration program based on those attributes.
Detailed Description

Movement integration (MI) is a strategy for integrating physical activity into general education classroom time. National organizations have identified MI as a key strategy for helping children accumulate the recommended 60 minutes of moderate-to-vigorous physical activity per day. Research has consistently demonstrated that MI can provide meaningful amounts of physical activity, improve on-task behavior, enhance cognitive function, and increase standardized test scores.This strategy is also increasingly important because children spend less and less time in active school settings, such as recess and physical education. However, teachers rarely incorporate MI into their classrooms.

In order to encourage teachers to use MI more regularly, it is essential to understand which MI product attributes lead to greater use. While some work has been done to identify which attributes of MI products enhance teacher use, this work has either examined the use of MI as a general concept (i.e., what would make teachers more likely to infuse physical activity [PA] into their classroom routines); or was conducted within the context of a single MI product (i.e., what makes teachers more likely to implement a specific MI product, such as Take 10).These approaches have two major limitations. First, studies that examined MI as a general concept (i.e., what would make teachers more likely to infuse physical activity into their classroom routines) are limited because teachers were not able to test MI products. Second, because previous studies solicited feedback on a single MI product, even though several MI products with varying attributes are available, teachers' ability to identify desirable MI product attributes across MI products was limited.

Currently, six MI products are widely available to teachers. These products differ significantly in their degree of (a) academic focus, (b) level of teacher involvement, and (c) time commitment for planning and implementation. For example, Go Noodle is a website that contains short (3-5 minute) videos of mostly non-academic MI activities. Teachers can simply select a video to play. Conversely, the Take 10 product consists of activity cards that present physical activities infused with academic content, plus instructions for how teachers can organize and implement the activities. These two products represent opposite ends of the MI product spectrum, but no one MI product includes all of the key attributes that may encourage use. Understanding the attributes that teachers want in MI products would allow researchers and educators to design products that have greater appeal and are more likely to be used (i.e., increased implementation).

Product testing is one way to identify attributes that enhance or hinder uptake by teachers. Product testing is the process of measuring the properties or performance of products. Two of the most common product testing techniques are in-home use tests, and discrete choice experiments (DCE). In-home use tests allow potential consumers (in this case teachers) to use a product as they normally would in their natural setting. DCEs involve asking individuals to identify their preferences when given a hypothetical set of attributes products could contain.Product testing is essential when developing new products, because it can help to produce superior products, by identifying critical attributes that consumers desire. Research has categorically shown that including consumers in the development of new products is critical to the success of the products. However, the process of developing previous MI products has not included this step.

This study will expand the evidence related to implementation of MI by classroom teachers by identifying product attributes that will lead to increased use of MI products by teachers. To do this we will draw upon product testing research techniques to test widely-available MI products and to identify attributes of MI products that make them more or less usable. We will accomplish the following specific aims:

Aim 1: Identify the key attributes of Movement Integration products that teachers prefer and do not prefer, using a DCE and in-class product testing.

Aim 2: Develop a prototype Movement Integration product that incorporates the critical attributes identified by teachers in Aim 1.

Aim 3: Conduct a pilot test of the prototype Movement Integration product developed in Aim 2 to evaluate teacher implementation, the product's effect on children's activity levels during classroom time, and cost.

This project is significant because MI can reach virtually all children each day at school. The project is innovative because it will produce a MI product prototype using product testing techniques with classroom teachers. The expected project outcome is a MI product prototype with the potential to be more widely implemented throughout the country.

Study Type  ICMJE Interventional
Study Phase  ICMJE Phase 1
Study Design  ICMJE Allocation: N/A
Intervention Model: Single Group Assignment
Masking: None (Open Label)
Primary Purpose: Treatment
Condition  ICMJE Physical Activity
Intervention  ICMJE Behavioral: Prototype Movement Integration Product
A movement integration product prototype based on the findings from Aim 1 will be developed. Teacher will test the prototype Movement Integration Product in their classrooms for four weeks.
Study Arms  ICMJE Experimental: Pilot Test of MI Prototype
We will pilot test a Movement Integration product prototype with 60 elementary classroom teachers.
Intervention: Behavioral: Prototype Movement Integration Product
Publications * Not Provided

*   Includes publications given by the data provider as well as publications identified by Identifier (NCT Number) in Medline.
Recruitment Information
Recruitment Status  ICMJE Recruiting
Estimated Enrollment  ICMJE
 (submitted: January 8, 2018)
Original Estimated Enrollment  ICMJE Same as current
Estimated Study Completion Date  ICMJE May 1, 2020
Estimated Primary Completion Date May 1, 2020   (Final data collection date for primary outcome measure)
Eligibility Criteria  ICMJE
  • Participants must be an elementary classroom teacher.
  • Must be employed full time by their school district
  • Must be the primary classroom teacher with a class of 15 or more students of elementary age
Sex/Gender  ICMJE
Sexes Eligible for Study: All
Ages  ICMJE Child, Adult, Older Adult
Accepts Healthy Volunteers  ICMJE Yes
Contacts  ICMJE
Contact: Robert G Weaver, Phd 803-777-5605
Listed Location Countries  ICMJE United States
Removed Location Countries  
Administrative Information
NCT Number  ICMJE NCT03394846
Other Study ID Numbers  ICMJE Pro00069012
Has Data Monitoring Committee Not Provided
U.S. FDA-regulated Product
Studies a U.S. FDA-regulated Drug Product: No
Studies a U.S. FDA-regulated Device Product: No
IPD Sharing Statement  ICMJE
Plan to Share IPD: No
Plan Description: We will not share IPD data.
Responsible Party R. Glenn Weaver, University of South Carolina
Study Sponsor  ICMJE University of South Carolina
Collaborators  ICMJE Not Provided
Investigators  ICMJE Not Provided
PRS Account University of South Carolina
Verification Date April 2019

ICMJE     Data element required by the International Committee of Medical Journal Editors and the World Health Organization ICTRP