Effects of active breaks on educational achievement in children with and without ADHD: study protocol and rationale of the Break4Brain project
The Break4Brain project aims to elucidate the effects of both acute and chronic physical activity (PA) on educational achievement in children with and without Attention Deficit Hyperactivity Disorder (ADHD). This study will be conducted in two phases: a cross-over design followed by a hybrid type 1...
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Frontiers Media S.A.
2024-10-01
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1451731/full |
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| author | Diego Arenas Diego Arenas Miranda Bodi-Torralba Miranda Bodi-Torralba Andrea Oliver Andrea Oliver Jaume Cantallops Jaume Cantallops Francisco J. Ponseti Francisco J. Ponseti Pere Palou-Sampol Pere Palou-Sampol Juan A. Collado Isabel Flórez Alejandro Galvez-Pol Alejandro Galvez-Pol Juan L. Terrasa Juan L. Terrasa Carolina Sitges Carolina Sitges Víctor Sánchez-Azanza Raúl López-Penadés Daniel Adrover-Roig Adrià Muntaner-Mas Adrià Muntaner-Mas Adrià Muntaner-Mas |
| author_facet | Diego Arenas Diego Arenas Miranda Bodi-Torralba Miranda Bodi-Torralba Andrea Oliver Andrea Oliver Jaume Cantallops Jaume Cantallops Francisco J. Ponseti Francisco J. Ponseti Pere Palou-Sampol Pere Palou-Sampol Juan A. Collado Isabel Flórez Alejandro Galvez-Pol Alejandro Galvez-Pol Juan L. Terrasa Juan L. Terrasa Carolina Sitges Carolina Sitges Víctor Sánchez-Azanza Raúl López-Penadés Daniel Adrover-Roig Adrià Muntaner-Mas Adrià Muntaner-Mas Adrià Muntaner-Mas |
| author_sort | Diego Arenas |
| collection | DOAJ |
| description | The Break4Brain project aims to elucidate the effects of both acute and chronic physical activity (PA) on educational achievement in children with and without Attention Deficit Hyperactivity Disorder (ADHD). This study will be conducted in two phases: a cross-over design followed by a hybrid type 1 implementation-effectiveness trial, which includes both a cluster randomized controlled trial (RCT) and a qualitative study. In phase I, 60 children aged 10–12, with 30 each from ADHD and non-ADHD groups, will participate in a laboratory-based study over 4 days within 1 month. They will participate in three counterbalanced experimental conditions: (i) PA with cognitive engagement, (ii) PA without cognitive engagement, and (iii) a cognitively engaging control. This phase will assess acute changes in brain function, academic performance, working memory, inhibitory control, and sustained attention. Phase II will involve 600 children aged 10–12, randomly assigned to either a video-based PA program or a control group (300 children per group) in an 8-week cluster RCT. This phase will also incorporate a qualitative approach to explore the implementation context through pre- and post-intervention semi-structured interviews with teachers and school staff, and questionnaires for students. The outcomes of interest in this phase will include working memory, cognitive flexibility, selective attention, and academic performance. For the cross-over study, we hypothesize that PA conditions will enhance the studied outcomes compared to the control condition. In the RCT, we anticipate that the 8-week active breaks program will result in significant improvements in the selected outcomes compared to the control group. This study is expected to make pioneering contributions by including novel variables and focusing on the ADHD population. Furthermore, if the cluster RCT proves effective, it could offer a practical and cost-effective resource for integrating active breaks into daily school routines. |
| format | Article |
| id | doaj-art-505ee9ff38e946249ede6e9e8e962a96 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Frontiers Media S.A. |
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| series | Frontiers in Psychology |
| spelling | doaj-art-505ee9ff38e946249ede6e9e8e962a962024-11-08T14:38:18ZengFrontiers Media S.A.Frontiers in Psychology1664-10782024-10-011510.3389/fpsyg.2024.14517311451731Effects of active breaks on educational achievement in children with and without ADHD: study protocol and rationale of the Break4Brain projectDiego Arenas0Diego Arenas1Miranda Bodi-Torralba2Miranda Bodi-Torralba3Andrea Oliver4Andrea Oliver5Jaume Cantallops6Jaume Cantallops7Francisco J. Ponseti8Francisco J. Ponseti9Pere Palou-Sampol10Pere Palou-Sampol11Juan A. Collado12Isabel Flórez13Alejandro Galvez-Pol14Alejandro Galvez-Pol15Juan L. Terrasa16Juan L. Terrasa17Carolina Sitges18Carolina Sitges19Víctor Sánchez-Azanza20Raúl López-Penadés21Daniel Adrover-Roig22Adrià Muntaner-Mas23Adrià Muntaner-Mas24Adrià Muntaner-Mas25GICAFE “Physical Activity and Exercise Sciences Research Group”, Faculty of Education, University of the Balearic Islands, Palma, SpainDepartment of Pedagogy and Specific Didactics, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, SpainGICAFE “Physical Activity and Exercise Sciences Research Group”, Faculty of Education, University of the Balearic Islands, Palma, SpainDepartment of Pedagogy and Specific Didactics, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, SpainGICAFE “Physical Activity and Exercise Sciences Research Group”, Faculty of Education, University of the Balearic Islands, Palma, SpainDepartment of Pedagogy and Specific Didactics, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, SpainGICAFE “Physical Activity and Exercise Sciences Research Group”, Faculty of Education, University of the Balearic Islands, Palma, SpainDepartment of Pedagogy and Specific Didactics, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, SpainGICAFE “Physical Activity and Exercise Sciences Research Group”, Faculty of Education, University of the Balearic Islands, Palma, SpainDepartment of Pedagogy and Specific Didactics, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, SpainGICAFE “Physical Activity and Exercise Sciences Research Group”, Faculty of Education, University of the Balearic Islands, Palma, SpainDepartment of Pedagogy and Specific Didactics, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, SpainDepartment of Education, Valencian International University, Valencia, SpainBalearic Institute of Mental Health of Children and Adolescents (IBSMIA), Son Espases University Hospital, Health Research Institute of the Balearic Islands (IdISBa), Palma, SpainPsychology Department, University of the Balearic Islands, Palma de Mallorca, Palma, SpainActive Cognition, Embodiment, and Environment Lab, University of the Balearic Islands, Palma de Mallorca, Palma, SpainResearch Institute of Health Sciences (IUNICS), Health Research Institute of the Balearic Islands (IdISBa), Palma, SpainDepartment of Psychology, University of the Balearic Islands (UIB), Palma, SpainResearch Institute of Health Sciences (IUNICS), Health Research Institute of the Balearic Islands (IdISBa), Palma, SpainDepartment of Psychology, University of the Balearic Islands (UIB), Palma, SpainDepartment of Applied Pedagogy and Educational Psychology, Institute of Research and Innovation in Education (IRIE), University of the Balearic Islands, Palma, SpainDepartment of Applied Pedagogy and Educational Psychology, Institute of Research and Innovation in Education (IRIE), University of the Balearic Islands, Palma, SpainDepartment of Applied Pedagogy and Educational Psychology, Institute of Research and Innovation in Education (IRIE), University of the Balearic Islands, Palma, SpainGICAFE “Physical Activity and Exercise Sciences Research Group”, Faculty of Education, University of the Balearic Islands, Palma, SpainDepartment of Pedagogy and Specific Didactics, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, Spain0PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Faculty of Sport Sciences, University of Granada, Granada, SpainThe Break4Brain project aims to elucidate the effects of both acute and chronic physical activity (PA) on educational achievement in children with and without Attention Deficit Hyperactivity Disorder (ADHD). This study will be conducted in two phases: a cross-over design followed by a hybrid type 1 implementation-effectiveness trial, which includes both a cluster randomized controlled trial (RCT) and a qualitative study. In phase I, 60 children aged 10–12, with 30 each from ADHD and non-ADHD groups, will participate in a laboratory-based study over 4 days within 1 month. They will participate in three counterbalanced experimental conditions: (i) PA with cognitive engagement, (ii) PA without cognitive engagement, and (iii) a cognitively engaging control. This phase will assess acute changes in brain function, academic performance, working memory, inhibitory control, and sustained attention. Phase II will involve 600 children aged 10–12, randomly assigned to either a video-based PA program or a control group (300 children per group) in an 8-week cluster RCT. This phase will also incorporate a qualitative approach to explore the implementation context through pre- and post-intervention semi-structured interviews with teachers and school staff, and questionnaires for students. The outcomes of interest in this phase will include working memory, cognitive flexibility, selective attention, and academic performance. For the cross-over study, we hypothesize that PA conditions will enhance the studied outcomes compared to the control condition. In the RCT, we anticipate that the 8-week active breaks program will result in significant improvements in the selected outcomes compared to the control group. This study is expected to make pioneering contributions by including novel variables and focusing on the ADHD population. Furthermore, if the cluster RCT proves effective, it could offer a practical and cost-effective resource for integrating active breaks into daily school routines.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1451731/fullcross-overcluster randomized controlled trialphysically active lessonsactive classroomEEGcognition |
| spellingShingle | Diego Arenas Diego Arenas Miranda Bodi-Torralba Miranda Bodi-Torralba Andrea Oliver Andrea Oliver Jaume Cantallops Jaume Cantallops Francisco J. Ponseti Francisco J. Ponseti Pere Palou-Sampol Pere Palou-Sampol Juan A. Collado Isabel Flórez Alejandro Galvez-Pol Alejandro Galvez-Pol Juan L. Terrasa Juan L. Terrasa Carolina Sitges Carolina Sitges Víctor Sánchez-Azanza Raúl López-Penadés Daniel Adrover-Roig Adrià Muntaner-Mas Adrià Muntaner-Mas Adrià Muntaner-Mas Effects of active breaks on educational achievement in children with and without ADHD: study protocol and rationale of the Break4Brain project Frontiers in Psychology cross-over cluster randomized controlled trial physically active lessons active classroom EEG cognition |
| title | Effects of active breaks on educational achievement in children with and without ADHD: study protocol and rationale of the Break4Brain project |
| title_full | Effects of active breaks on educational achievement in children with and without ADHD: study protocol and rationale of the Break4Brain project |
| title_fullStr | Effects of active breaks on educational achievement in children with and without ADHD: study protocol and rationale of the Break4Brain project |
| title_full_unstemmed | Effects of active breaks on educational achievement in children with and without ADHD: study protocol and rationale of the Break4Brain project |
| title_short | Effects of active breaks on educational achievement in children with and without ADHD: study protocol and rationale of the Break4Brain project |
| title_sort | effects of active breaks on educational achievement in children with and without adhd study protocol and rationale of the break4brain project |
| topic | cross-over cluster randomized controlled trial physically active lessons active classroom EEG cognition |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1451731/full |
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