ACtive Children Enhance LEaRning and AttenTION: A Randomized Controlled Trial (RCT)

A Randomized Controlled Trial (RCT) of the Impact of School-based Sport Research Program on Children's Physical Activity, Executive Function, and Academic Achievement

The goal of this clinical trial is to test the effectiveness of sport-based physical education (PE) curriculum on activity behaviors (moderate to vigorous physical activity and sedentary behavior), executive functions, and academic performance in elementary school-aged children, particularly among low-income ethnic minorities. The main questions it aims to answer are:

• Whether a school-based sport program can improve child engagement in school-time moderate-to-vigorous physical activity (MVPA) and total daily MVPA, compared to a control group (standard PE class)?
• Whether a school-based sport program can improve child executive functions and academic performance, compared to a control group (standard PE class)?

Participants randomized to receive the ACtive Children Enhance LEaRning and AttenTION (ACCELERATION) intervention (treatment) received

• 45-minute weekly for 10 weeks soccer (ball mastery exercises) curriculum led by trained PE teachers during the school PE lesson time.
• Homework required practicing learned ball mastery skills daily for 15-20 minutes at home. A required ball was provided to them.
• Virtual parent workshops, which required the attendance of parents of study participants to improve their understanding of all about the program

Researchers will compare the control group, who received a regular PE class curriculum, to see if there are any differences in child activity behaviors, executive functions, and academic performance.

Inclusion Criteria:

1. Any student enrolled in 3rd or 4th-grade classes were eligible to participate in the study.
2. Participation in an extracurricular sports activity wasn't an exclusion criterion for this study.

Exclusion Criteria:

1. Students were excluded if they had serious physical (e.g., asthma, heart diseases), developmental (e.g., autism, attention-deficit hyperactivity), or learning (e.g., dyslexia, dyscalculia, dysgraphia) disorders that prevented them from participating in intervention activities
2. Students who participated in a physical activity intervention within the last 6 months were excluded.