ANZCTR - Registration

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Trial registered on ANZCTR

Registration number

ACTRN12620001221943

Ethics application status

Approved

Date submitted

6/08/2020

Date registered

16/11/2020

Date last updated

22/10/2021

Date data sharing statement initially provided

16/11/2020

Date results information initially provided

16/11/2020

Type of registration

Retrospectively registered

Titles & IDs

Public title

A feasibility trial of EMU (Education, Movement and Understanding): A primary school-based Indigenous games program targeting health, well-being and academic achievement in children.

Scientific title

A feasibility trial of EMU (Education, Movement and Understanding): A primary school-based Indigenous games program targeting health, well-being and academic achievement in children.

Secondary ID [1]

'Nil known'

Universal Trial Number (UTN)

Trial acronym

EMU (Education, Movement and Understanding).

Linked study record

Health condition

Health condition(s) or problem(s) studied:

Physical fitness - i.e., Cardio respiratory fitness

Mental health

Condition category

Condition code

Cardiovascular

Normal development and function of the cardiovascular system

Mental Health

Studies of normal psychology, cognitive function and behaviour

Public Health

Health promotion/education

Intervention/exposure

Study type

Interventional

Description of intervention(s) / exposure

EMU (Education, Movement and Understanding) means “be happy” and is a program designed to enhance the health and well-being of children, and their numeracy and literacy levels, through participation in an enjoyable and engaging physical activity (PA) program in the community/at school. The EMU program will specifically target the development of a positive learning environment through positive teaching practices.
The EMU program will be delivered by an experienced and qualified teacher (member of the research team) over an 8-week period (2 × 60 min sessions per week). Both members delivering the sessions have a minimum of 5 years teaching experience in schools. Face to face delivery will be provided for stage 2 and/or stage 3 teachers and their students (i.e., 4 teachers; 100 children) from two Government primary schools in the Hunter Region (Awabakal, Grinagai, Wonaruah, Worimi and Darkinung Country, in New South Wales, Australia, ) with student enrolments of > 20% Aboriginal students, will be invited to participate in this pilot study.
The initial feasibility trial of EMU will see the development of the curriculum resource (EMU) in consultation with Aboriginal teachers, students and community members; and the running of the study delivered by the research team over a school term in Awabakal Country (Hunter Region, NSW, Australia).
Optional delivery of sessions either during, or directly after school sport. Teachers to evaluate the research team on their delivery of such sessions which include the below:
• Aboriginal games
• Cultural theme
• Specific social-emotional concept
• Key numeracy or literacy focus (spelling and procedural fluency).
Teachers will supervise the delivery of the content (performed by a researcher who is PDHPE trained).

Detailed lesson plans will be provided to the usual teachers and can be discussed with the researchers i.e., regarding how best to deliver the content in the future after the trial.
Consequently, face-to-face teaching will be provided/witnessed and opportunities to question teaching strategies will be provided between the researchers and usual teachers. There is no maximum number of children included per group, a typical class may have up to 30 students. The research team has created detailed lesson plans that will be provided to the usual teachers (not the students). Opportunities to input in to these lesson plans will be offered to the community, school staff before commencing EMU. Rolls will be taken by the usual teacher and/or researcher to monitor adherence to the intervention (as well as being a part of the typical practices in Department Schools).
Draft schedule:
Week 1a
Gorri
Aboriginal people
Underarm/overarm throw
Self-acceptance
Spelling

Week 1b

Buroinjin Kabi Kabi
Catch
Diversity
Addition

Week 2a1
Keen-tan
Dreaming
Jump & catch
Resilience
Grammar

Week 2 b

Marn-grook
Kick
Identity
Subtraction

Week 3a

Millim-baeyeetch
Identity / sporting identity
Kick & catch
Belonging
Punctuation

Week 3 b

Puldjungi
Throw & catch
Mindfulness
Multiplication

Week 4a

Purlja
Language
Kick & throw
Trust
Spelling

Week 4 b

Arrkene Irreme
Strike
Relationships
Division

Week 5a

Jumpinpin
Community spirit
Catch
courage
Grammar

Week 5b

Merkai
Strike
Respect
Addition and subtraction

Week 6a

Apwerte
Family
Rolling
Integrity
Punctuation

Week 6 b

Wana
Strike, roll, catch
Self-control
Multiplication and division

Week 7 a

Kalq
Connectedness
Strike
Loyalty
RECAP

Week 7b

Koollche
Rolling, locomotor skills
Teamwork
RECAP

Week 8a

Tabloid
Cultural pride
All FMS
Honesty
RECAP

Week 8b

Tabloid
ALL FMS
Perseverance
RECAP
Primary Outcomes

Intervention code [1]

Behaviour

Comparator / control treatment

No control group i.e., an initial feasibility trial

Control group

Uncontrolled

Outcomes

Primary outcome [1]

(i) Primary outcome 1: Fidelity and quality: Three lesson observations per class will be conducted during the program period using a semi-structured observation checklist (Using the MASTER Framework). The 'semi-structured observation checklist' was designed specifically for this study and requires the teachers to record/comment on the delivery in terms of levels of support provided to students, perceived activity levels, witnessed enjoyment etc.

Timepoint [1]

Term 4 i.e., December, 2020

Fidelity checks conducted during one session week 3, 5, 7

Primary outcome [2]

(ii) Primary outcome 2: Dosage: We would like the teachers to complete a logbook detailing the number of sessions they delivered (and reflect on each session).

Timepoint [2]

Term 4 i.e., December, 2020

Instructor to complete a register every session for the 8 weeks (16 sessions planned).

Primary outcome [3]

(iii) Primary outcome 3: Responsiveness: We would like teachers to evaluate the EMU resources and EMU lessons. Similarly, we would like students to evaluate the EMU program using both qualitative and quantitative measures. Semi-structured interviews will be conducted with the research team and teachers in addition to the previously mentioned semi-structured checklist. The interview will provide opportunity for feedback in addition to identifying strengths and limitations witnessed in the delivery of EMU from a teachers perspective. The 'semi-structured observation checklist' was designed specifically for this study and requires the teachers to record/comment on the delivery in terms of levels of support provided to students, perceived activity levels, witnessed enjoyment etc.

Timepoint [3]

Term 4 i.e., December, 2020

teacher evaluation conducted week 10 term 4 2020 - after program has been delivered

Secondary outcome [1]

1. School-based PA: PA will be recorded using a three item PA survey item by Prochaska JJ, Sallis JF, Long B. A physical activity screening measure for use with adolescents in primary care. Archives of pediatrics & adolescent medicine. 2001;155(5):554-9.

Timepoint [1]