Alireza Jafari, Mahdi Moshki, Ali Mohammad Mokhtari, Fatemehzahra Naddafi, Mahbobeh Nejatian
Validity and reliability of anxiety literacy (A-Lit) and its relationship with demographic variables in the Iranian general population
Frontiers in public health
children predominantly remain sedentary traditional classroom study aimed demonstrate design baseline characteristics threearmed intervention program targeted enhancements childrens physical literacy pl physical activity pa sleep executive functions constructing active classroom environment primary schools blended approach involved organized pa participation recess combined changes classroom environment response emphasis nurturing childrens pl hong kong blended stand move intervention adopted randomized controlled trial design investigate effectiveness improving healthrelated aspects three groups compared 1 pa recess intervention 2 blended sitstand desks pa recess experimental 3 control groups 13week intervention march september 2019 76 students 592 girls recruited randomly assigned three groups primary outcomes childrens pl pa secondary outcomes childrens sleep executive functions baseline data evaluated mean age 96 years standard deviation 061 range 90120 significant differences trial arms baseline concerning outcomes p 006089 overall 224 met recommended pa guidelines 368 met sleep guidelines 105 met guidelines three aspects executive functions evaluated inhibition executive control planning half participants reported satisfaction perceived sleep quality designed intervention regarded innovative strategy incorporates sitstand desks pa breaks reconstruct childrens traditional classroom environment baseline results suggest intervention satisfactory reducing students sitting time increasing pa engagement demonstrated benefits intervention childrens pl various sleep patterns executive functions expected designed intervention changes made classroom improved childrens health behaviors well support stakeholders schools childrens families results also provided desired evidence policy reforms teaching learning strategies chictr chictr2000035038 registered july 29 2020retrospectively registered