BackgroundEarly adolescence is a period of dynamic neurobiological change. Converging lines of research suggest that regular physical activity (PA) and improved aerobic fitness have the potential to stimulate positive brain changes, improve cognitive function and boost academic attainment in this age group, but high quality studies are needed to substantiate these findings. The primary aim of the Fit to Study trial is to investigate whether short infusions of vigorous PA (VPA) delivered during secondary school physical education (PE) can improve attainment in maths, as described in a protocol published by NatCen Social Research. The present protocol concerns the trial’s secondary outcome measures, which are variables thought to moderate or mediate the relationship between PA and attainment including the effect of the intervention on cardiorespiratory fitness, cognitive performance, mental health, and brain structure and function. MethodThe Fit to Study project is a cluster-randomised controlled trial that includes Year-8 pupils (aged 12-13) from secondary state schools in South/Mid-England. Schools were randomised into an intervention condition in which PE teachers delivered an additional 10 minutes of VPA per PE lesson for one academic year, or a ‘PE as usual’ control condition. Intervention and control groups were stratified according to whether schools were single-sex or co-educational. Assessments take place at baseline (end of Year-7, aged 11-12), and after 12 months (Year-8). Secondary outcomes are cardiorespiratory fitness, objective PA during PE, cognitive performance and mental health. The study also includes exploratory measures of daytime sleepiness, attitudes towards daily PA and PE enjoyment. A subset of pupils from a subset of schools will also take part in a brain imaging sub-study, which is embedded in the trial. DiscussionThe Fit to Study trial could advance our understanding of the complex relationships between PA and aerobic fitness, the brain, cognitive performance, mental health and academic attainment during adolescence. Further, it will add to our understanding of whether school PE is an effective setting to increase VPA and fitness, which could inform future PA interventions and education policy.Trial registrationClinicaltrials.gov, ID: NCT03286725. Retrospectively registered on 18th of September, 2017 Clinicaltrials.gov, ID: NCT03593863. Retrospectively registered on 19th of July, 2018Trial sponsor: University of Oxford. Protocol version: 1.
Abstract:Since 2005, a number of European films have emerged examining the legacy of Christianity in Western Europe, and the ways in which men, women and children struggle to negotiate questions of religion and secularity, the personal and the institutional, faith and doubt. This article looks at two of these films-Jessica Hausner's Lourdes (2009) and Dietrich Brüggemann's Stations of the Cross (2014)-in relation to questions of religious experience, the female body and film style. In both films the battle between these opposing categories is played out on the bodies of women-a paraplegic MS sufferer in Lourdes, an anorexic teen in Stations of the Cross-and both the films end ambiguously with what may, or may not, be a miracle of sorts: a confirmation of faith or a rebuttal. I wish to connect this ambiguity to the use of a very distinctive mise-en-scene in both films, which relies on a heavily restricted colour palate; highly formalised, painterly-compositions; and crucially what David Bordwell has termed "planimetric photography": a shooting style that eschews depth or diagonals, refusing the spectator entrance into the image and holding her instead at a deliberate distance. My argument, in short, is that these stylistic choices-while gesturing towards a tradition of Christian art-also refuse the spectator either visual or haptic knowledge of the events that the characters undergo. Rather, they are suggestive of the fundamental unknowability that characterises religious experience, leaving us alone, outside of the action, forced to negotiate ourselves between belief and doubt.
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