| |
STUDY PERIOD
|
---|
Activity or assessment
|
School/class /group /individual level
|
Recruite-ment
|
Baseline
|
Intervention period (8 weeks)
|
Post
|
3-month follow-up
|
---|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
---|
Contact to schools
|
School
|
●
| | | | |
Eligibility screen
|
Individual
|
●
| | | | | | | | | | | |
Consent (parents)
|
Individual
|
●
| | | | | | | | | | | |
Inclusion
|
Individual
|
●
| | | | | | | | | | | |
Randomization
|
Individual
| |
●
| | | | | | | | | | |
INTERVENTIONS/CONTROL (3*30 minutes/week)
|
Whole-body movements
|
Group (6 subjects)
| | |
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
| | |
Part-body movements
|
Group (6 subjects)
| | |
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
| | |
Control
|
Group (app. 12 subjects)
| | |
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
| | |
ASESSMENTS
|
Reading skills
|
Word reading with pictures
|
Individual
| |
●
| | | | | | | | |
●
|
●
|
Word reading without pictures
|
Individual
| |
●
| | | | | | | | |
●
|
●
|
Naming of letter sounds
|
Individual
| |
●
| | | | | | | | |
●
|
●
|
Letter Fluency
|
Individual
| |
●
| | | | | | | | |
●
|
●
|
Letter test 2
|
½ class
| |
●
| | | | | | | | |
●
|
●
|
Word reading test 1
|
½ class
| |
●
| | | | | | | | |
●
|
●
|
Knowledge of trained letter- sound correspondences
|
½ class
| |
●
| | | | | | | | |
●
|
●
|
Cognitive performance
|
Digit Span
|
Individual
| |
●
| | | | | | | | |
●
|
●
|
N-back
|
Individual
| |
●
| | | | | | | | |
●
|
●
|
Motor skills
|
Flamingo Balance test
|
½ class
| |
●
| | | | | | | | |
●
|
●
|
9-hole pegboard
|
Individual
| |
●
| | | | | | | | |
●
|
●
|
Compliance data
|
Presence
|
Individual
| | |
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
| | |
Active participation
|
Individual
| | |
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
| | |
Session completion
|
Group
| | |
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
| | |
Compliance to protocol
|
Group
| | |
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
|
●●●
| | |
Intrinsic motivation
|
Individual
| | | |
●
| |
●
| |
●
| |
●
| | |
- Adapted from the SPIRIT guideline (Chan et al., 2013)