Continuous Music and Sports Training for Children
ConditionPrimary School Students
Trial statusNot yet recruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
AgeNot listed
SponsorHong Kong Baptist University
About this trial
The current study, JC Project MuSE, is a multi-year project aimed at initiating transformative changes in the lives of young learners in schools with a lower socio-economic background through the integration of music and sports education. The research project posits that engaging in structured music and sports programmes can lead to significant improvements in educational performance through the enhancement of executive functions. The research further explores the longitudinal effects of continuous music and sports training, examining the impact of these interventions on developing a greater sense of appreciation for these activities in these young learners. This research is a 3-year study that examines theoretical underpinnings, methodological approaches, and the impact of music and sports interventions to empower youth in schools of lower socio-economic background and promote holistic development through the synergistic effects of sports and music education.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
Primary two to four students and their parents or guardians at local government schools or aided schools
The school has 30% or more of their total student population receiving Comprehensive Social Security Assistance (CSSA) and School Textbook Assistance
Have provided informed consent indicating participation in the study
Disqualifiers
Presence of significant physical, psychological, and cognitive comorbidities that will hinder participation in research procedures and the designed interventions of continuous music or sports training.
Trial design
Design model
Parallel
Treatments tested in this trial
Continuous Music Training (CMT)
Other interventionParticipants in this arm will receive regular music training throughout the study period.
Continuous Sport Training (CST)
Other interventionParticipants in this arm will receive regular sports training throughout the study period.
Continuous Music and Sports Training (CMST)
Other interventionParticipants in this arm will receive regular music and sports training throughout the study period.
Treatment groups
620 Participants
are divided into 4 treatment groupsGroup A: Continuous Music Training (CMT)Active comparator 1 intervention
Group B: Continuous Sports Training (CST)Active comparator 1 intervention
Group C: Continuous Music and Sports Training (CMST)Active comparator 1 intervention
Group D: Treatment-as-usual (TAU)No intervention 0 interventions
Trial outcomes
Primary outcomes
1
Change of Baseline Student's Psychological Well-being level across three school years
The World Health Organisation- Five Well-Being Index (WHO-5) will be used to assess the level of psychological well-being of students. The scale aggregates a raw score and will be multiplied by 4 to yield a percentage score. Higher scores represent a higher level of psychological well-being. The scale will be completed by students with assistance from research staff.
Time frame
Baseline (Month 0), Month 9, Month 12, Month 21, Month 24, Month 332
Change of Baseline Students' Executive Functioning across three school years
The Childhood Executive Functioning Inventory (CHEXI) will be used to assess the level of executive functioning in students. The scale includes four subscales: inhibition, regulation, working memory, and planning. A total score can also be yielded. Higher scores represent a higher level of difficulty in executive functioning. The scale will be filled in by parents or guardians.
Time frame
Baseline (Month 0), Month 9, Month 12, Month 21, Month 24, Month 333
Change of Baseline Students' Social-Emotional Competence across three school years
The Devereux Student Strengths Assessment mini Second Edition (DESSA 2 mini) will be used to assess the level of social-emotional competence in students. The DESSA 2 mini consists of four parallel forms, which will be used consecutively across assessment timepoints. The scale will yield a total score. High scores represent a higher level of social-emotional competence. The scale will be filled in by the school teachers of the students.
Time frame
Baseline (Month 0), Month 9, Month 12, Month 21, Month 24, Month 334
Change of Baseline Students' Academic Performance across three school years
Annual school reports will be collected from the collaborative schools. At baseline, the annual school reports of the previous school year will be collected. The following details will be retrieved from the school report cards to keep tracking the academic performances of the student, scores of the subjects (e.g., Chinese, English, Mathematics, General Studies, Music, Physical Education) and students' behavioural indicators (e.g., conduct, punctuality, and attendance). Higher scores in core subjects indicate stronger academic performance. Higher scores in conduct, punctuality, and attendance reflect better behavioural performance.
Time frame
Baseline (Month 0), Month 12, Month 24, Month 33Sponsors and contacts
Click on the lead sponsor to view all of their trials.
Hong Kong Baptist University
Lead sponsor
The Hong Kong Jockey Club Charities Trust
Collaborator
SF&OC Sports Legacy
Collaborator
Source ClinicalTrials.gov
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