Academic PerformanceNCT05602948
ACTIVE SCHOOL - Effects on Academic Performance of Novel Approaches to Increase Physical Activity in School-children
A study testing 'Run, Jump & Fun' intervention and 'Move & Learn' intervention in people with Academic Performance, run by University College Copenhagen at 1 site in Denmark.
Trial summary
The overall aim of ACTIVE SCHOOL is to investigate the effects of two different physical activity (PA) interventions on academic performance (AP), cognition, wellbeing, health and motivation. The two different approaches to PA in schools are based on; 1. Read more about this study
- Who is it for?
- Ages 8 to 11 yearsHealthy volunteers can take part
- Conditions the study is for
- Academic Performance
- What is being tested?
- 'Run, Jump & Fun' intervention and 'Move & Learn' intervention
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 1,200 participants
- Where
- 1 siteDenmark
- Study dates
- 2 Jan 2021to Jun 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 8 to 11 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Children in 3rd grade
Who cannot join
- Children with cognitive or physical disabilities hindering participation in the project activities
Trial locations and contacts
1 site in 1 country.
Denmark1 site, 1 recruiting
- Recruiting
University College Copenhagen
Copenhagen, 2200
Linn Damsgaard, PhD, +4551632750, ldam@kp.dk
About this study
The overall aim of ACTIVE SCHOOL is to investigate the effects of two different physical activity (PA) interventions on academic performance (AP), cognition, wellbeing, health and motivation. The two different approaches to PA in schools are based on;
- 'Embodied cognition' focusing on fine and gross motor PA closely related and highly relevant to the learning task. 'Embodied cognition' builds upon theory suggesting that movement and performing actions leads to the construction of enhanced mental representations e.g. strengthening memory recall. This intervention is called 'MOVE \& LEARN'.
- 'Exercise and cognition theory focusing mainly on gross motor movements (e.g. aerobic exercise) which is not relevant to the learning task and with no temporal connection to the learning task. The assumed positive effects are explained by physiological adaptations leading to changes in cognition, which potentially can affect AP. This intervention is called 'RUN, JUMP \& FUN'.
Read more
Based on this, the aims of ACTIVE SCHOOL are to develop two types of school-based PA interventions in close collaboration with the participating teachers, students and schools AND to investigate the effects of these two interventions on AP in a large school-based cluster-RCT with an intervention length of one school year.
The ACTIVE SCHOOL study consists of three phases: Phase 1) Development of the intervention, Phase 2) Pilot testing and, Pase 3) A three-armed randomized controlled trial (RCT). Participants will be students in 3rd grade (8-10 years-old) and their teachers/school pedagogues.
The development phase started in August 2021 and is still ongoing. The pilot study will run in September-November 2022 and the RCT from August 2023 to June 2024. In the RCT, schools will be randomly allocated to one of three intervention/control arms: 1) 'MOVE \& LEARN', 2) 'RUN, JUMP \& FUN' or 3) control. Primary and secondary outcomes will be collected before and after the intervention period to assess the intervention effects. Both the pilot and RCT study has been granted approval by the local ethics committee, and all rules from the Danish Data Protection Agency and GDPR will be followed. The RCT study will follow the Consolidated Standards of Reporting Trials (CONSORT) guidelines for RCT studies.
- Conditions
- Academic Performance
- Being tested
- 'Run, Jump & Fun' intervention, 'Move & Learn' intervention
- Keywords
- Physical activity, Embodied cognition, Mathematics, Reading
- Medical subject headings
- Motor Activity
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
'Run, Jump & Fun' interventionBehavioural
The intervention can be designed e.g. to consist of morning sessions each schoolday (except days with PE) or with different time slots at different weekdays. Activities are mainly conducted by school personnel, but can be supplemented by activity sessions during recess once a week lead by older students. Further, to create variation and inspire teachers, external PA parties, for example instructors from local sports clubs are invited to conduct sessions for the students and deliver teaching materials.
To align with the aim of the Danish school system, activities must have a pedagogical purpose.
Both the "Run, jump \& fun" and the "Move \& learn" interventions have a set of strategies underpinning implementation (see Move \& Learn" for more details).
Both interventions will be grounded in Self-Determination Theory and all activities will be designed to be motivating and enjoyable for all children including those neither particularly fit nor enthusiastic about PA.
'Move & Learn' interventionBehavioural
The physical activities in "Move \& Learn" are closely linked to the subject curricula. The bodily integrating in the learning task can vary between high bodily engagement and less demanding activities.
Both the "Run, jump \& fun" and the "Move \& learn" interventions have a set of strategies underpinning implementation. These strategies include; 1) Initial workshops and follow-up courses for school personnel to ensure ownership, empowerment and knowledge in order to implement the interventions, 2) Teaching materials and resources, like posters, booklets etc., 3) A set of core principles for the two different interventions to ensure that the interventions are implemented as intended, and 4) Mandatory school meetings for staff and heads to ensure motivation.
Both interventions will be grounded in Self-Determination Theory and all activities will be designed to be motivating and enjoyable for all children including those neither particularly fit nor enthusiastic about PA.
| Study group | Role | What they receive |
|---|---|---|
| 'Run, Jump & Fun' intervention | Experimental | The "Run, jump \& fun" intervention consists of four 30 minutes sessions per week for one school year. Activities are mostly conducted as whole class activities. Head of schools and teachers/school pedagogues are involved in an initial intervention establishing process, guided by Active School personnel. The aim is to create a local plan for the intervention tailored to the particular school. Examples are "movement band", structured activities during recess with older students (13-15 years olds), etc. Activities are created to be fun, motivating and with moderate to high intensity PA. Receives: Behavioral: 'Run, Jump & Fun' intervention |
| 'Move & Learn' intervention | Experimental | This intervention is implemented as PA for 30 min in two Mathematics and two Danish lessons each week for one school year. Activities are conducted at whole-class level.
The physical activities in "Move \& Learn" are closely linked to the Mathematic curriculum and the Danish curriculum. The way the body is integrated in the learning task can vary. Examples are bodily or motor-skill demanding activities or less vigorous activities, e.g. standing up miming, using hand gestures or facial expressions. An important aspect of the interventions is that movements should be task relevant. The intervention is developed based on the embodied learning theory. Receives: Behavioral: 'Move & Learn' intervention |
| Control | No intervention | Control schools will continue their usual practice. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Mathematics performance by standardized national tests. Average of three domains (algebra, geometry, and basic mathematics skills)
Danish National Test System. The tests are computerized and composed in a progressive manner, depending on the individual child's performance, such that correct answers lead to more difficult subsequent questions, and incorrect answers lead to easier subsequent questions. The final test result is therefore based on the level of difficulty, not the number of correct answers. The tests are divided into three different domains; for mathematics: algebra, geometry, and basic mathematics skills. No aids are permitted during the tests. The tests are scored on a scale from 0 to 100 in each domain. For this study, the mean of the three domains will be used for analyses
Measured: Change from baseline Mathematics performance at 10 months
Secondary outcomes (9)
Reading performance by standardized tests
Hogrefe Psykologisk Forlag. (2014).
Measured: Change from baseline reading performance at 10 months
Executive functions measured by a digit span test and a spatial working memory test (SWM) which assess working memory and attention
WAIS-IV Administration and Scoring Manual. San antonio, TX: Psychological Corporation (2008) and Spatial Working Memory (SWM) | Cambridge Cognition. https://www.cambridgecognition.com/cantab/cognitive-tests/executive-function/spatial-executive-function-swm/.
Measured: Change from baseline executive function measures at 10 months
Objective PA measurements by accelerometry for one week
ActiGraph GT3X+, LLC, Pensacola, Florida, USA
Measured: Change from baseline objective PA measurements at 10 months
Cardiorespiratory fitness using a validated modified shuttle run test
Andersen, L. B., Andersen, T. E., Andersen, E. \& Anderssen, S. A. An intermittent running test to estimate maximal oxygen uptake: the Andersen test. J. Sport. Med. Phys. Fit. 48, 434-437 (2008)
Measured: Change from baseline cardiorespiratory fitness at 10 months
Anthropometry (stature, body mass, waist circumference and puberty status)
Tanner, J. M. Growth and maturation during adolescence. Nutr. Rev 39, 43-55 (1981).
Measured: Change from baseline anthopometry measures at 10 months
Register data on socioeconomic status (SES) and education of parents
Danmarks_Statistik. Data for research, Statistics Denmark. Research data (2019
Measured: Baseline
Questionnaires (parental health, diseases diagnosed in the participating children, sleep, diet)
Custom made
Measured: Baseline
Questionnaire of quality of life
The KIDSCREEN-27 quality of life measure for children and adolescents: psychometric results from a cross-cultural survey in 13 European countries. Quality of life research. vol. 16 1347-1356 (2007).
Measured: Change from baseline Kidscreen-27 at 10 months
Questionnaire of intrinsic motivation and feeling of enjoyment, competence, autonomy and relatedness
Self-Determination. Intrinsic Motivation Inventory.
Measured: Change from baseline Intrinsic Motivation Inventory at 10 months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted2 Nov 2022
- Study start2 Jan 2021
- Primary completionJun 2025 (estimated)
- Study completionJun 2025 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (2)Papers the sponsor has linked to this study.
- Other trials for Academic PerformanceStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 1,200 participants (estimated)
Sponsor and investigators
- Lead sponsor
- University College Copenhagen
- Sponsor type
- University, hospital or other
- Collaborators
- University of Copenhagen, UCL University College, Denmark
- Responsible party
- Principal investigator, Anna Bugge, University College Copenhagen
- Investigators
- Anna Bugge, PhD, Principal investigator, University College Copenhagen
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05602948
- Sponsor's protocol ID
- Alias: 200511110
- Status last verified
- Oct 2022
- First submitted
- 25 Oct 2022
- Last updated
- 2 Nov 2022
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Publications
Sohl Jeppesen L, Sandfeld J, Smedegaard S, Nielsen G, Mandelid MB, Norup M, Wienecke J, Bugge A. Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study. Int J Environ Res Public Health. 2025 Jan 7;22(1):67. doi: 10.3390/ijerph22010067.
PubMed 39857521Jeppesen LS, Damsgaard L, Stolpe MN, Melcher JNS, Wienecke J, Nielsen G, Smedegaard S, Henriksen AH, Hansen RA, Hillman CH, Tammelin TH, Resaland GK, Daly-Smith A, Bugge A. Study protocol for the ACTIVE SCHOOL study investigating two different strategies of physical activity to improve academic performance in Schoolchildren. BMC Pediatr. 2024 Mar 9;24(1):174. doi: 10.1186/s12887-024-04647-9.
PubMed 38461348
Study at a glance
From the registry record, last updated by the sponsor on 2 Nov 2022. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- ACTIVE SCHOOL - Effects on Academic Performance of Novel Approaches to Increase Physical Activity in School-children
- ClinicalTrials.gov ID
- NCT05602948
- Acronym / sponsor ID
- Alias: 200511110
- Conditions
- Academic Performance
- Keywords
- Physical activity, Embodied cognition, Mathematics, Reading
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 1,200 participants (estimated)
- Lead sponsor
- University College CopenhagenUniversity, hospital or other
- Collaborators
- University of Copenhagen, UCL University College, Denmark
- Study start
- 2 Jan 2021 (actual)
- Primary completion
- Jun 2025 (estimated)
- Study completion
- Jun 2025 (estimated)
- First posted
- 2 Nov 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The overall aim of ACTIVE SCHOOL is to investigate the effects of two different physical activity (PA) interventions on academic performance (AP), cognition, wellbeing, health and motivation. The two different approaches to PA in schools are based on;
- 'Embodied cognition' focusing on fine and gross motor PA closely related and highly relevant to the learning task. 'Embodied cognition' builds upon theory suggesting that movement and performing actions leads to the construction of enhanced mental representations e.g. strengthening memory recall. This intervention is called 'MOVE \& LEARN'.
- 'Exercise and cognition theory focusing mainly on gross motor movements (e.g. aerobic exercise) which is not relevant to the learning task and with no temporal connection to the learning task. The assumed positive effects are explained by physiological adaptations leading to changes in cognition, which potentially can affect AP. This intervention is called 'RUN, JUMP \& FUN'.
Based on this, the aims of ACTIVE SCHOOL are to develop two types of school-based PA interventions in close collaboration with the participating teachers, students and schools AND to investigate the effects of these two interventions on AP in a large school-based cluster-RCT with an intervention length of one school year.
The ACTIVE SCHOOL study consists of three phases: Phase 1) Development of the intervention, Phase 2) Pilot testing and, Pase 3) A three-armed randomized controlled trial (RCT). Participants will be students in 3rd grade (8-10 years-old) and their teachers/school pedagogues.
The development phase started in August 2021 and is still ongoing. The pilot study will run in September-November 2022 and the RCT from August 2023 to June 2024. In the RCT, schools will be randomly allocated to one of three intervention/control arms: 1) 'MOVE \& LEARN', 2) 'RUN, JUMP \& FUN' or 3) control. Primary and secondary outcomes will be collected before and after the intervention period to assess the intervention effects. Both the pilot and RCT study has been granted approval by the local ethics committee, and all rules from the Danish Data Protection Agency and GDPR will be followed. The RCT study will follow the Consolidated Standards of Reporting Trials (CONSORT) guidelines for RCT studies.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| 'Run, Jump & Fun' intervention | Experimental | Behavioral: 'Run, Jump & Fun' interventionThe "Run, jump \& fun" intervention consists of four 30 minutes sessions per week for one school year. Activities are mostly conducted as whole class activities. Head of schools and teachers/school pedagogues are involved in an initial intervention establishing process, guided by Active School personnel. The aim is to create a local plan for the intervention tailored to the particular school. Examples are "movement band", structured activities during recess with older students (13-15 years olds), etc. Activities are created to be fun, motivating and with moderate to high intensity PA. |
| 'Move & Learn' intervention | Experimental | Behavioral: 'Move & Learn' interventionThis intervention is implemented as PA for 30 min in two Mathematics and two Danish lessons each week for one school year. Activities are conducted at whole-class level. The physical activities in "Move \& Learn" are closely linked to the Mathematic curriculum and the Danish curriculum. The way the body is integrated in the learning task can vary. Examples are bodily or motor-skill demanding activities or less vigorous activities, e.g. standing up miming, using hand gestures or facial expressions. An important aspect of the interventions is that movements should be task relevant. The intervention is developed based on the embodied learning theory. |
| Control | No intervention | –Control schools will continue their usual practice. |
Who may qualify
- Ages
- 8 to 11 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (1 listed)
- Children in 3rd grade
Key exclusion criteria (1 listed)
- Children with cognitive or physical disabilities hindering participation in the project activities
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| 'Run, Jump & Fun' interventionThe intervention can be designed e.g. to consist of morning sessions each schoolday (except days with PE) or with different time slots at different weekdays. Activities are mainly conducted by school personnel, but can be supplemented by activity sessions during recess once a week lead by older students. Further, to create variation and inspire teachers, external PA parties, for example instructors from local sports clubs are invited to conduct sessions for the students and deliver teaching materials. To align with the aim of the Danish school system, activities must have a pedagogical purpose. Both the "Run, jump \& fun" and the "Move \& learn" interventions have a set of strategies underpinning implementation (see Move \& Learn" for more details). Both interventions will be grounded in Self-Determination Theory and all activities will be designed to be motivating and enjoyable for all children including those neither particularly fit nor enthusiastic about PA. | Behavioural | 'Run, Jump & Fun' intervention |
| 'Move & Learn' interventionThe physical activities in "Move \& Learn" are closely linked to the subject curricula. The bodily integrating in the learning task can vary between high bodily engagement and less demanding activities. Both the "Run, jump \& fun" and the "Move \& learn" interventions have a set of strategies underpinning implementation. These strategies include; 1) Initial workshops and follow-up courses for school personnel to ensure ownership, empowerment and knowledge in order to implement the interventions, 2) Teaching materials and resources, like posters, booklets etc., 3) A set of core principles for the two different interventions to ensure that the interventions are implemented as intended, and 4) Mandatory school meetings for staff and heads to ensure motivation. Both interventions will be grounded in Self-Determination Theory and all activities will be designed to be motivating and enjoyable for all children including those neither particularly fit nor enthusiastic about PA. | Behavioural | 'Move & Learn' intervention |
Primary outcome
Mathematics performance by standardized national tests. Average of three domains (algebra, geometry, and basic mathematics skills)
Time frame: Change from baseline Mathematics performance at 10 months
Danish National Test System. The tests are computerized and composed in a progressive manner, depending on the individual child's performance, such that correct answers lead to more difficult subsequent questions, and incorrect answers lead to easier subsequent questions. The final test result is therefore based on the level of difficulty, not the number of correct answers. The tests are divided into three different domains; for mathematics: algebra, geometry, and basic mathematics skills. No aids are permitted during the tests. The tests are scored on a scale from 0 to 100 in each domain. For this study, the mean of the three domains will be used for analyses
9 secondary outcomes
Reading performance by standardized tests
Time frame: Change from baseline reading performance at 10 months
Executive functions measured by a digit span test and a spatial working memory test (SWM) which assess working memory and attention
Time frame: Change from baseline executive function measures at 10 months
Objective PA measurements by accelerometry for one week
Time frame: Change from baseline objective PA measurements at 10 months
Cardiorespiratory fitness using a validated modified shuttle run test
Time frame: Change from baseline cardiorespiratory fitness at 10 months
Anthropometry (stature, body mass, waist circumference and puberty status)
Time frame: Change from baseline anthopometry measures at 10 months
Register data on socioeconomic status (SES) and education of parents
Time frame: Baseline
Questionnaires (parental health, diseases diagnosed in the participating children, sleep, diet)
Time frame: Baseline
Questionnaire of quality of life
Time frame: Change from baseline Kidscreen-27 at 10 months
Questionnaire of intrinsic motivation and feeling of enjoyment, competence, autonomy and relatedness
Time frame: Change from baseline Intrinsic Motivation Inventory at 10 months
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 2 Nov 2022.
- Derived from this study: PubMed 39857521Sohl Jeppesen L, Sandfeld J, Smedegaard S, Nielsen G, Mandelid MB, Norup M, Wienecke J, Bugge A. Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study. Int J Environ Res Public Health. 2025 Jan 7;22(1):67. doi: 10.3390/ijerph22010067.
- Derived from this study: PubMed 38461348Jeppesen LS, Damsgaard L, Stolpe MN, Melcher JNS, Wienecke J, Nielsen G, Smedegaard S, Henriksen AH, Hansen RA, Hillman CH, Tammelin TH, Resaland GK, Daly-Smith A, Bugge A. Study protocol for the ACTIVE SCHOOL study investigating two different strategies of physical activity to improve academic performance in Schoolchildren. BMC Pediatr. 2024 Mar 9;24(1):174. doi: 10.1186/s12887-024-04647-9.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Anna Bugge, PhD principal investigator
University College Copenhagen
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing 'Run, Jump & Fun' intervention and 'Move & Learn' intervention in people with Academic Performance, run by University College Copenhagen at 1 site in Denmark.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: status not confirmed, as of the sponsor's last update on 2 Nov 2022. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Denmark. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
Results are not available in the source record.
How can a doctor refer a patient or contact the research team?
Contact Linn Damsgaard, PhD (+4551632750, ldam@kp.dk), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Mathematics performance by standardized national tests. Average of three domains (algebra, geometry, and basic mathematics skills) (time frame: Change from baseline Mathematics performance at 10 months). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT05602948, which also lists 2 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 2 Nov 2022; AzTrials last refreshed its copy on 7 Nov 2026.