Designing stepped wedge trials to evaluate physical activity interventions in schools: methodological considerations.

ABSTRACT:

Background

In a stepped wedge design, schools are randomised to a sequence of measurements, with each sequence transitioning to intervention status at a different time. There are several advantages to such designs, including increased statistical power, logistical benefits and the ability to explore change over time. However, stepped wedge designs have not previously been used to evaluate school-based physical activity interventions in children. This paper aimed to explore the feasibility of this design, by identifying school constraints, balancing these with statistical considerations and exploring the power of this chosen design under different scenarios.

Methods

We conducted three interlinked studies, with the results from one informing the next. Study 1 was a qualitative

SUBMITTER: Salway R 

PROVIDER: S-EPMC11863484 | biostudies-literature | 2025 Feb

REPOSITORIES: biostudies-literature