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Effects of a School-Based Physical Activity Intervention on 24-Hour Movement Behaviours and Motor Development in Preschool Children - Study Protocol
Sponsor: Lusofona University
Summary
This protocol describes a quasi-experimental controlled study evaluating the effects of the Super Quinas in Preschool programme on 24-hour movement behaviours and motor development in preschool children aged 3-6 years. The intervention consists of one additional structured 60-minute physical activity session per week for 12 weeks, delivered by a qualified exercise professional in a public preschool in Maia, Portugal. Four classes (\~80 children) are allocated at the class level: two to the intervention condition and two to the control condition (usual curricular Physical Education). Baseline data collection (T0) was conducted between 23 February and 16 March 2026; the intervention commenced on 25 March 2026. Subsequent assessments are planned for early May (T1, mid-intervention), end of June (T2, post-intervention), and mid-September 2026 (T3, follow-up). Primary outcomes are 24-hour movement behaviours (ActiGraph GT3X accelerometry) and motor competence and physical fitness (Motor Competence Assessment + PREFIT subtests). Secondary outcomes include executive function (HTKS; Day-Night Stroop) and socioemotional regulation (SDQ). Statistical analyses will use longitudinal linear mixed-effects models under an intention-to-treat framework.
Official title: Super Quinas in Preschool: A Quasi-Experimental Controlled Study of the Effects of a Structured School-Based Physical Activity Programme on 24-Hour Movement Behaviours, Motor Competence, Physical Fitness, Cognitive and Socioemotional Outcomes in Preschool Aged Children - A Study Protocol
Key Details
Gender
All
Age Range
3 Years - 6 Years
Study Type
INTERVENTIONAL
Enrollment
80
Start Date
2026-03-04
Completion Date
2027-11-01
Last Updated
2026-04-28
Healthy Volunteers
No
Interventions
SuperQuinas in Preschool Programme
One additional 60-minute structured physical activity session delivered once per week for 12 consecutive weeks during regular school hours by the principal investigator, a qualified exercise professional. Sessions follow a standardised three-phase structure: a warm-up of exploratory movement and dynamic play, a central phase of structured motor tasks targeting locomotor, object control, and stability skills with progressive task complexity and embedded inhibitory control demands, and a cool-down with low-intensity movement and guided reflection. Each session includes informal age-appropriate health messages addressing physical activity, sedentary behaviour, and sleep routines. The intervention is added to existing curricular Physical Education and does not replace it. Fidelity is monitored through structured session checklists completed after each session.
Locations (1)
Gandra Basic School (Escola Básica de Gandra)
Maia, Porto District, Portugal