Individual responsiveness to a school-based karate intervention. An ancillary analysis of a randomized controlled trial.

Autor/inn/en	Pinto-Escalona, Tania; Valenzuela Tallón, Pedro Luis; Martin-Loeches, Manuel; Martínez-De-Quel, Óscar
Titel	Individual responsiveness to a school-based karate intervention. An ancillary analysis of a randomized controlled trial. Gefälligkeitsübersetzung: Individuelle Reaktion auf eine schulbasierte Karate-Intervention. Ergänzende Analyse einer randomisierten kontrollierten Studie.
Quelle	In: Scandinavian journal of medicine & science in sports, 32 (2022) 8, S. 1249-1257 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0905-7188; 1600-0838
DOI	10.1111/sms.14167
Schlagwörter	Forschung; Fragebogen; Varianzanalyse; Individuelle Förderung; Forschung; Gesundheit; Kampfsport; Karate; Sportmedizin; Schulsport; Lernerfolg; Fragebogen; Gesundheitsfürsorge; Intervention; Varianzanalyse; Gesundheitsförderung; Lernerfolg; Individualisierender Unterricht; Gesundheit; Gesundheitsförderung; Gesundheitsfürsorge; Kampfsport; Karate; Schulsport; Sportmedizin; Intervention
Abstract	Introduction: School-based sport interventions have shown beneficial effects on psychosocial functioning and academic performance in children. However, the inter-individual variability in response to these types of interventions remains unclear. We aimed to determine which children benefit most from a school-based sport intervention. Methods: This is an ancillary analysis of a randomized controlled trial assessing the effects of a 1-year school-based karate intervention (versus "traditional" physical education lessons) in children (7-8 years) from twenty schools across five European countries. Outcomes included psychosocial functioning (Strengths and Difficulties Questionnaire [SDQ] for parents) and academic performance (grade point average). Only participants of the intervention group were included in the present ancillary analysis, and were categorized as responders or non-responders for the analyzed outcomes attending to whether improvements surpassed a minimal clinically important difference. Results: About 388 children (187 girls) from the intervention group completed the study, of which 17% and 46% were considered responders for SDQ and academic performance, respectively. Responders for the SDQ presented higher SDQ scores (i.e., higher psychosocial difficulties) at baseline than non-responders (p ( 0.001). Responders for academic performance were mostly males (p = 0.017), with an older age (p = 0.030), and with worse academic performance (p ( 0.001) at baseline compared with non-responders, and tended to present higher SDQ scores (p = 0.055). Responders for one outcome obtained greater benefits from the intervention on the other outcome (e.g., responders for SDQ improved academic performance [p ( 0.001] compared with non-responders). Conclusions: A school-based sport intervention (karate) seems particularly effective for children with psychosocial difficulties and low academic performance. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1