Adolescence represents a crucial stage in the maturation of neurocognitive functioning (e.g. working memory and inhibition) and mental functioning (i.e. behavioural and emotional functioning, and mental health), which are important predictors of academic achievement. In addition, this developmental stage is characterized by an enormous decline in overall physical activity and an increase in sedentary behaviour. Low levels of physical activity have not only been associated with negative consequences for physical health, but also with altered brain structure and functioning, as well as reduced neurocognitive functioning and mental health problems. In the present study, a school-based physical activity intervention will be developed for adolescents and deployed in physical education across three different educational levels (junior secondary vocational education, ‘VMBO’, senior general secondary education (‘HAVO’) and pre-university education (‘Atheneum/Gymnasium’). To maximize the hypothesised positive effects of physical activity, the intervention will comprise aerobic exercise as well as cognitively demanding games and complex movements. A cluster-randomized controlled trial design will be used to study the causal effects of the physical activity intervention. The main aim of the current study is to examine the causal effect of a physical activity intervention on (a) neurocognitive functions (e.g. working memory and inhibition), (b) multiple domains of academic achievement (especially mathematics and language skills), (c) mental health, and (d) school absence and switching to lower school tracks. The second aim is to examine possible interactions between educational level and the effects of physical activity on outcome measures. School-based interventions have high potential to stimulate physical activity, as these types of interventions can be implemented on regular basis in daily life across all educational levels, and have the potential to reach all adolescents, including those with the lowest physical activity or cognitive levels.

Voorgesteld wordt een onderzoek voor de peiling van Engels einde basisonderwijs in 2018. Er wordt voor de toetsen gebruik gemaakt van ankermateriaal uit de eerdere peiling Engels, en van andere toetsen uit het VO o.a. om de Engelse taalvaardigheid van leerlingen aan het einde van het basisonderwijs te kunnen vergelijken met die van leerlingen in het eerste leerjaar van het VO. Daarnaast wordt nieuw testmateriaal met authentieke contexten ontwikkeld speciaal voor dit onderzoek. Aan de orde komen luisteren, lezen, woordenschat, spreekvaardigheid en gespreksvaardigheid (in duo’s), waarbij de vaardigheid op de ERK-niveaus A1, A2, A2+ (voor sommige subdomeinen) en B1 kan worden afgebeeld. In een pilotfase wordt dit materiaal beproefd. 100 scholen worden via een gestratificeerde steekproeftrekking voor het onderzoek geselecteerd, met voor elke school drie reservescholen uit hetzelfde stratum in geval van non-respons. Scholen worden geworven via de beproefde “ambassadeurs”-methode. De testafname volgt een onvolledig design, waarbij leerlingen onderdelen van de toetsen en opdrachten maken, zodat zowel uitspraken over leerlingen, als over scholen, als over het hele domein Engels gedaan kunnen worden. Een standaardsetting procedure met experts leidt ertoe dat vaardigheidsscores geclassificeerd kunnen worden volgens het ERK. Relaties worden gelegd met kenmerken van scholen, leerkrachten en leerlingen. Bij de leerkrachten gaat het hierbij onder meer om hun vaardigheid in het Engels zoals gemeten met de APTIS-toets. 32 bovengemiddeld scorende scholen worden geselecteerd uit 8 groepen van scholen (ingedeeld naar % gewichtenleerlingen en VVTO versus niet-VVTO) die door inspecteurs nader bevraagd en geobserveerd worden met een door de onderzoekers ontwikkeld instrumentarium.

How skilled are Dutch Grade 6 students on various motor skill tests? What are they taugh in physical education classes? How are movement skills related to student and teacher characteristics and PE-lesson content? These are the main questions sought to answer in the National assessment in Physical Education in in the school year 2023/2024. Skills are measured in a large, representative sample of Dutch primary schools. In an additional study, PE-lessons of selected classes are observed. This may help to find associations between motor skill level of students and the quality of lessons.

In the past decades, interest in the relationship between physical activity and academic achievement has grown. Very few studies have been performed in school-aged children, and focus on cross-sectional designs has resulted in evidence for positive associations, but not for causal relationships. An important mediating role in the relationship between physical activity and academic achievement has been suggested for executive functions. The first aim of the present study is to examine causal effects of physical activity on (a) a wide range of executive functions in primary school children (e.g. working memory, inhibition, cognitive flexibility, and planning), and (b) multiple domains of academic achievement (mathematics, spelling, reading). The second aim is to study causal relationships between executive functions and academic achievement. The third aim is to examine effects of two school-based physical activity interventions in primary school children on executive functions, and academic achievement. A literature search including a meta-analysis on existing literature and available databases will be conducted. Results from the first part of the study (directing to the first two aims) will provide insight in optimal frequency, duration and intensity of physical activity and will be used for developing and implementing a cluster RCT on 24 primary schools (directing to the third aim). Participating schools will be randomly assigned to an aerobic intervention, a complex coordinative exercise intervention or control condition. The RCT will demonstrate effects of different types of interventions (aerobic exercises versus coordinative exercises) on academic achievement and a possible mediating role of executive functioning. Functional and structural neuroimaging will provide insight in underlying mechanisms on effects of physical exercise on the brain of school-aged children. Importantly, our RCT provides insight into feasibility of implementation in the Dutch primary school setting.

The study examines the performance in writing in students in their second year of secondary education. The students, their teachers and their school principal fill out an online questionnaire that provides insight in the relationship between performances and characteristics of student and of (the education and teacher in) their schools. In addition, lessons will be observed and interviews with teachers and students will be held in a small subsample of schools. Therewith, this study provides valuable insights in the knowledge and skills in writing as well as in the conditions needed to improve student performances.