Evidence map›Paper›PMID 36662842›Full record

ArticlePloS one2023

Investigating the direct and indirect effects of a school-based leadership program for primary school students: Rationale and study protocol for the 'Learning to Lead' cluster randomised controlled trial.

Levi Wade, Mark R Beauchamp, Nicole Nathan, Jordan J Smith, Angus A Leahy, Sarah G Kennedy, James Boyer, Ran Bao, Thierno M O Diallo, Josep Vidal-Conti and 1 more

Abstract readClinical Trial Protocol
PubMed Full text at PMC Publisher
In one paragraph

Article in PloS one, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing 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

2 citing papers in PubMed.

  1. Article
  2. The Role of Leadership and Digital Transformation in Higher Education Students' Work Engagement.International journal of environmental research and public health · 2023
    Article
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

11 authors.

Levi WadeCentre for Active Living and Learning, University of Newcastle, Callaghan, New South Wales, Australia.
Mark R BeauchampSchool of Kinesiology, University of British Columbia, Vancouver, British Columbia, Canada.
Nicole NathanHunter New England Population Health, Wallsend, New South Wales, Australia.
Jordan J SmithCentre for Active Living and Learning, University of Newcastle, Callaghan, New South Wales, Australia.
Angus A LeahyCentre for Active Living and Learning, University of Newcastle, Callaghan, New South Wales, Australia.
Sarah G KennedySchool of Health Sciences, Western Sydney University, Penrith, New South Wales, Australia.
James BoyerNew South Wales Department of Education, Sydney, New South Wales, Australia.
Ran BaoCentre for Active Living and Learning, University of Newcastle, Callaghan, New South Wales, Australia.
Thierno M O DialloSchool of Social Sciences, Western Sydney University, Penrith, New South Wales, Australia.
Josep Vidal-ContiThe University of the Balearic Islands, Palma, Spain.ORCID 0000-0003-4782-2178
David R LubansCentre for Active Living and Learning, University of Newcastle, Callaghan, New South Wales, Australia.ORCID 0000-0002-0204-8257

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundLeadership is a valuable skill that can be taught in school, and which may have benefits within and beyond the classroom. Learning to Lead (L2L) is a student-led, primary school-based leadership program whereby older 'peer leaders' deliver a fundamental movement skills (FMS) program to younger 'peers' within their own school.

aimThe aims of the study are to determine the efficacy of a peer-led FMS intervention on: (i) peer leaders' (aged 10 to 12 years) leadership effectiveness (primary outcome), leadership self-efficacy, well-being, and time on-task in the classroom; (ii) peers' (aged 8 to 10 years) physical activity levels, actual and perceived FMS competency, cardiorespiratory fitness, muscular power, and executive functioning; and (iii) teachers' (referred to as 'school champions') work-related stress and well-being.

methodL2L will be evaluated using a two-arm parallel group cluster randomised controlled trial. Twenty schools located within a two-hour drive of the University of Newcastle, Australia will be recruited. We will recruit 80 students (40 peer leaders and 40 peers) from each school (N = 1,600). L2L will be implemented in three phases: Phase 1 -school champions' training via a professional learning workshop; Phase 2 -school champions' delivery of leadership lessons to the peer leaders; and Phase 3 -peer leaders' delivery of the FMS program to their younger peers. The FMS program, consisting of 12 x 30-minute lessons, will be delivered over the course of one school term (10 weeks). Study outcomes will be assessed at baseline (between mid-March to June, Terms 1 and 2), intervention end (mid-August to September, Term 3), and follow-up (November to mid-December, Term 4. This trial was prospectively registered on the Australian New Zealand Clinical Trials Registry (ANZCTR); registration number: ACTRN12621000376842.

Indexed as

LeadershipSchoolsAustraliaHumansLearningRandomized Controlled Trials as TopicSchool Health ServicesStudents

Identifiers

PMID36662842
PMCPMC9858303

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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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.