Trial Outcomes & Findings for PE Audit and Feedback Pilot Study (NCT NCT05509803)

Last Updated: 2026-03-27

Results Overview

Linear mixed effects models with random effects for school and grade were used to determine within group difference in change between baseline and follow up in scheduled minutes of physical education/week

Recruitment status

COMPLETED

Study phase

Target enrollment

35 participants

Primary outcome timeframe

Change from baseline (spring of year 1) to follow-up (spring of year 2)

Results posted on

2026-03-27

Participant Flow

This two-year (2022/23-2023/24) cluster-randomized controlled trial involved 10 elementary schools conducted in partnership with the district's teacher on special assignment for physical education (hereafter, "Physical Education Director"). Study schools were chosen using a survey of school principals which identified schools that were noncompliant (or unsure about compliance) with California law mandating 200 min of physical education every 10 school days.

Schools were randomized to intervention (n = 5) and control (n = 5) arms using block randomization, ensuring equal representation by total enrollment and proportion of low-income students enrolled across groups. School PE teachers and other teachers who taught PE, along with the school principal at each school were invited to participate in semi-structured interviews about PE at their school.

Unit of analysis: Schools

Participant milestones

Participant milestones
Measure	Intervention - Physical Education Audits, Feedback, and Coaching (PEAFC) 5 elementary schools were randomized to receive the intervention, which was adapted from a prior version using: 1) findings from another school district; 2) data collected through semistructured interviews with 20 principals from non-study schools on potential best-practices for the tool; and 3) in collaboration with the district's Physical Education Director. It consisted of five yes/no indicators of physical education quantity and quality indicators: 1) Schedule all students for physical education that meets California time requirements of the equivalent of 100 min physical education/week; 2) Hire credentialed physical education teachers and assign them with appropriate student-to-staff ratios; 3) Encourage and support teachers in participating in professional development learning opportunities; 4) Observe instruction to ensure physical education content standards and grade-level outcomes; 5) Educate school community, including teachers and parents, about physical activity and other wellness opportunities. The Physical Education Director was trained to implement PEAFC in the summer prior to Year 1 and collected audit data during Fall of Year 1 through visits to each intervention school. During these visits, he spoke with principals, physical education teachers, and classroom teachers, as well as observed physical education classes, to determine which of, and to what extent, the five audit indicators were being met.	Control - PE as Usual 5 elementary schools were randomized to the control condition, in which they received PE-related support as usual.
Overall Study STARTED	16 5	19 5
Overall Study COMPLETED	16 5	19 5
Overall Study NOT COMPLETED	0 0	0 0

Reasons for withdrawal

Withdrawal data not reported

Baseline Characteristics

PE Audit and Feedback Pilot Study

Baseline characteristics by cohort

Baseline characteristics by cohort
Measure	Intervention - Physical Education Audits, Feedback, and Coaching (PEAFC) n=5 Schools 5 elementary schools were randomized to receive the intervention, which was adapted from a prior version using: 1) findings from another school district; 2) data collected through semistructured interviews with 20 principals from non-study schools on potential best-practices for the tool; and 3) in collaboration with the district's Physical Education Director. It consisted of five yes/no indicators of physical education quantity and quality indicators: 1) Schedule all students for physical education that meets California time requirements of the equivalent of 100 min physical education/week; 2) Hire credentialed physical education teachers and assign them with appropriate student-to-staff ratios; 3) Encourage and support teachers in participating in professional development learning opportunities; 4) Observe instruction to ensure physical education content standards and grade-level outcomes; 5) Educate school community, including teachers and parents, about physical activity and other wellness opportunities. The Physical Education Director was trained to implement PEAFC in the summer prior to Year 1 and collected audit data during Fall of Year 1 through visits to each intervention school. During these visits, he spoke with principals, physical education teachers, and classroom teachers, as well as observed physical education classes, to determine which of, and to what extent, the five audit indicators were being met.	Control - PE as Usual n=5 Schools 5 elementary schools were randomized to the control condition, in which they received PE-related support as usual.	Total n=10 Schools Total of all reporting groups
Age, Categorical <=18 years	0 Participants n=56 Participants	0 Participants n=62 Participants	0 Participants n=123 Participants
Age, Categorical Between 18 and 65 years	16 Participants n=56 Participants	19 Participants n=62 Participants	35 Participants n=123 Participants
Age, Categorical >=65 years	0 Participants n=56 Participants	0 Participants n=62 Participants	0 Participants n=123 Participants
Sex: Female, Male Female	8 Participants n=56 Participants	11 Participants n=62 Participants	19 Participants n=123 Participants
Sex: Female, Male Male	8 Participants n=56 Participants	8 Participants n=62 Participants	16 Participants n=123 Participants
Race (NIH/OMB) American Indian or Alaska Native	0 Participants n=56 Participants	0 Participants n=62 Participants	0 Participants n=123 Participants
Race (NIH/OMB) Asian	0 Participants n=56 Participants	4 Participants n=62 Participants	4 Participants n=123 Participants
Race (NIH/OMB) Native Hawaiian or Other Pacific Islander	0 Participants n=56 Participants	0 Participants n=62 Participants	0 Participants n=123 Participants
Race (NIH/OMB) Black or African American	7 Participants n=56 Participants	0 Participants n=62 Participants	7 Participants n=123 Participants
Race (NIH/OMB) White	7 Participants n=56 Participants	6 Participants n=62 Participants	13 Participants n=123 Participants
Race (NIH/OMB) More than one race	2 Participants n=56 Participants	9 Participants n=62 Participants	11 Participants n=123 Participants
Race (NIH/OMB) Unknown or Not Reported	0 Participants n=56 Participants	0 Participants n=62 Participants	0 Participants n=123 Participants

PRIMARY outcome

Timeframe: Change from baseline (spring of year 1) to follow-up (spring of year 2)

Population: 5 schools were randomized to intervention and 5 were randomized to control condition. Data collection on PE schedules took place within each school. Data were aggregated at the school level.

Outcome measures

Outcome measures
Measure	PE Audit and Feedback Intervention n=5 schools Schools in this arm will receive a PE audit and feedback tool delivered by the school district's teacher on special assignment for PE, which will consist of an audit of the school's existing PE program; Feedback on ways to improve the PE program; and technical assistance to help improve the PE program.	PE Support as Usual n=5 schools Schools in this arm will receive district-level support for PE as is typically provided by the school district.
Scheduled Minutes of Physical Education/Week	-4.0 scheduled minutes of PE per week Standard Error 6.5	2.3 scheduled minutes of PE per week Standard Error 1.8

PRIMARY outcome

Timeframe: Change from baseline (spring of year 1) to follow-up (spring of year 2)

Population: 5 schools were randomized to intervention and 5 were randomized to control condition. Data collection on PE schedules took place within each school and PE classes were randomly observed to ensure they were happening according to schedule. Data were aggregated at the school level.

Linear mixed effects models with random effects for school and grade were used to determine within group difference in change between baseline and follow up in estimated minutes of physical education/week based on data collected with the System for Observing Fitness Instruction Time

Outcome measures

Outcome measures
Measure	PE Audit and Feedback Intervention n=5 Schools Schools in this arm will receive a PE audit and feedback tool delivered by the school district's teacher on special assignment for PE, which will consist of an audit of the school's existing PE program; Feedback on ways to improve the PE program; and technical assistance to help improve the PE program.	PE Support as Usual n=5 Schools Schools in this arm will receive district-level support for PE as is typically provided by the school district.
Estimated Minutes of Physical Education/Week	-1.3 Minutes of physical education/week Standard Error 6.0	-8.0 Minutes of physical education/week Standard Error 7.2

PRIMARY outcome

Timeframe: Change from baseline (spring of year 1) to follow-up (spring of year 2)

Linear mixed effects models with random effects for school and grade were used to determine within group difference in change between baseline and follow up in proportion of PE class time in MVPA based on data collected with the System for Observing Fitness Instruction Time

Outcome measures

Outcome measures
Measure	PE Audit and Feedback Intervention n=5 Schools Schools in this arm will receive a PE audit and feedback tool delivered by the school district's teacher on special assignment for PE, which will consist of an audit of the school's existing PE program; Feedback on ways to improve the PE program; and technical assistance to help improve the PE program.	PE Support as Usual n=5 Schools Schools in this arm will receive district-level support for PE as is typically provided by the school district.
% of PE Lesson Time in Moderate to Vigorous Physical Activity	9.8 % minutes Standard Error 3.9	8.5 % minutes Standard Error 3.0

Adverse Events

PE Audit and Feedback Intervention

Serious events: 0 serious events

Other events: 0 other events

Deaths: 0 deaths

PE Support as Usual

Serious events: 0 serious events

Other events: 0 other events

Deaths: 0 deaths

Serious adverse events

Adverse event data not reported

Other adverse events

Adverse event data not reported

Additional Information

Hannah R Thompson

UC Nutrition Policy Institute

Phone: 510-642-3509

Email: [email protected]

Results disclosure agreements

Principal investigator is a sponsor employee
Publication restrictions are in place