A Classroom-Based Intervention to Promote Physical Literacy in Children: ALPHYL Study Protocol

Area of Science:

• Pediatrics
• Educational Psychology
• Public Health

Background:

• Physical literacy is vital for children's holistic development and health.
• Classroom-based physical activity interventions can enhance participation and cognitive skills.
• The ALPHYL study addresses the need for effective school-based programs to foster physical literacy.

Purpose of the Study:

• To describe a multicomponent, classroom-based, physically-active learning randomized control trial (RCT) in primary school children.
• To promote children's physical literacy, academic achievement, and cognitive function.
• To evaluate the feasibility and effectiveness of the ALPHYL intervention.

Main Methods:

• An 8-10 week RCT involving six primary schools (12 classes) in Valencia, Spain.
• Random assignment to intervention or waiting-list control groups.
• Teacher training followed by intervention delivery in PE and non-PE lessons, including daily physically active learning sessions.

Main Results:

• Feasibility assessed weekly using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework.
• Effectiveness evaluated through pre-test, post-test, and retention assessments.
• Primary outcomes include physical activity levels, motor competence, academic achievement, and cognitive function.

Conclusions:

• The ALPHYL study provides a framework for implementing physically active learning in primary schools.
• Findings will inform the development of interventions to enhance physical literacy and related outcomes in children.
• The study emphasizes the integration of physical activity into the daily school curriculum.