Lessons Learned from a Physically Active Learning Intervention: Texas I-CAN!

John B Bartholomew, Esbelle M Jowers, Natalie M Golaszewski

Abstract read

In one paragraph

Article in Translational journal of the American College of Sports Medicine, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

John B BartholomewThe University of Texas at Austin.

Esbelle M JowersThe University of Texas at Austin.

Natalie M GolaszewskiUniversity of California at San Diego.

Funding

Building the Evidence Base for Physically Active Lessons in Elementary SchoolsR01HD070741 · NICHD · UNIVERSITY OF TEXAS AT AUSTIN · PI BARTHOLOMEW, JOHN B. · 2011 to 2015

$2.3M

NICHD NIH HHS R01 HD070741

6 · The paper itself

Abstract

Texas I-CAN! has focused on the development of interventions to provide physically active learning (PAL) to regular education, elementary classroom. This paper provides an overview of our approach and the iterations through which we have progressed the intervention. We adopt a framework that considers PAL along continuums of relatedness to and integration with the academic goals of the lessons. This provides a lens through which to view our iterations of I-CAN!, as we sought a version of PAL that is both acceptable to teachers and effective for physical activity and academic outcomes. As such, this provides an overview of the choices that must be made to translate theory to practice.

Indexed as

academic performanceattentionelementary schoolsMVPA

Identifiers

PMID31938724

PMCPMC6959199

What OpenQuestion holds

Textmetadata

LicenceTDM

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.