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Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: the CLASS PAL (Physically Active Learning) Programme

Routen, A. C., Biddle, S. J. H., Bodicoat, D. H., Cale, L., Clemes, S., Edwardson, C. L., Glazebrook, C., Harrington, D. M., Khunti, K., Pearson, N., Salmon, J. and Sherar, L. B. 2017, Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: the CLASS PAL (Physically Active Learning) Programme, BMJ open, vol. 7, no. 11, doi: 10.1136/bmjopen-2017-019428.

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Title Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: the CLASS PAL (Physically Active Learning) Programme
Author(s) Routen, A. C.
Biddle, S. J. H.
Bodicoat, D. H.
Cale, L.
Clemes, S.
Edwardson, C. L.
Glazebrook, C.
Harrington, D. M.
Khunti, K.
Pearson, N.
Salmon, J.ORCID iD for Salmon, J. orcid.org/0000-0002-4734-6354
Sherar, L. B.
Journal name BMJ open
Volume number 7
Issue number 11
Article ID e019428
Total pages 10
Publisher BMJ Publishing Group
Place of publication London, Eng.
Publication date 2017-11-08
ISSN 2044-6055
Keyword(s) classroom
implementation
intervention
physical activity
school
Summary Introduction Children engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programme. This study aims to (A) determine the degree of implementation of CLASS PAL, (B) identify processes by which teachers and schools implement CLASS PAL and (C) investigate individual (pupil and teacher) level and school-level characteristics associated with implementation of CLASS PAL.

Methods and analysis
The intervention will provide teachers with a professional development workshop and a bespoke teaching resources website. The study will use a single group before-and-after design, strengthened by multiple interim measurements. Six state-funded primary schools will be recruited within Leicestershire, UK.

Evaluation
data will be collected prior to implementation and at four discrete time points during implementation: At measurement 0 (October 2016), school, teacher and pupil characteristics will be collected. At measurements 0 and 3 (June–July 2017), accelerometry, cognitive functioning, self-reported sitting and classroom engagement data will be collected. At measurements 1(December 2016–March 2017) and 3 , teacher interviews (also at measurement 4; September–October 2017) and pupil focus groups will be conducted, and at measurements 1 and 2 (April–May 2017), classroom observations. Implementation will be captured through website analytics and ongoing teacher completed logs.

Ethics and dissemination Ethical approval was obtained through the Loughborough University Human Participants Ethics Sub-Committee (Reference number: R16-P115). Findings will be disseminated via practitioner and/or research journals and to relevant regional and national stakeholders through print and online media and dissemination event(s).
Language eng
DOI 10.1136/bmjopen-2017-019428
Field of Research 111799 Public Health and Health Services not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2017, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30105354

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.