The Effectiveness of the KiVa Bullying Prevention Program in Wales, UK: Results from a Pragmatic Cluster Randomized Controlled Trial

AbstractThe study evaluated the implementation fidelity and effectiveness of KiVa, an evidence-based program that aims to prevent and address bullying in schools, with a particular emphasis on changing the role of bystanders. The study was a two-arm waitlist control cluster randomized controlled trial in which 22 primary schools (clusters) (N = 3214 students aged 7–11) were allocated using a 1:1 ratio to intervention (KiVa; 11 clusters, n = 1588 students) and a waitlist control (usual school provision; 11 clusters, n = 1892 children)). The trial statistician (but not schools or researchers) remained blind to allocation status. The outcomes were as follows: student-reported victimization (primary outcome) and bullying perpetration; teacher-reported child behavior and emotional well-being; and school absenteeism (administrative records). Implementation fidelity was measured using teacher-completed online records (for class lessons) and independent researcher observations (for school-wide elements). Outcome analyses involved 11 intervention schools (n = 1578 children) and 10 control schools (n = 1636 children). There was no statistically significant effect on the primary outcome of child-reported victimization (adjusted intervention/control OR 0.76; 95% CI 0.55 to 1.06; p = 0.11) or on the secondary outcomes. The impact on victimization was not moderated by child gender, age, or victimization status at baseline. Lesson adherence was good but exposure (lesson length) was lower than the recommended amount, and there was considerable variability in the implementation of whole school elements. The trial found insufficient evidence to conclude that KiVa had an effect on the primary outcome. A larger trial of KiVa in the UK is warranted, however, with attention to issues regarding implementation fidelity. Trial registration: Current Controlled Trials ISRCTN23999021 Date 10-6-13</jats:p

Field based lower limb strength tests provide insight into sprint and change of direction ability in academy footballers

Conducting field-based strength assessments is embedded within football academy development processes. Yet, there is a limited understanding of how hip and groin strength assessments relate to vital game-based tasks such as sprinting and change of direction (COD) performance. Our aim was to explore field-based strength assessments and their relationships with both sprint and COD performance in male academy footballers. Participants (n = 146; age 14.2 ± 2.2 years; stature 166.3 ± 15.4 cm; body mass 55.6 ± 15.6 kg) performed maximal countermovement jump (CMJ), Nordic hamstring strength (NHS), isometric hip adductor (ADD)/abductor (ABD), 5 m, 10 m, 20 m sprints, and modified 505 agility test. All strength measures were allometrically scaled to account for body weight. Between-limb differences were reported as imbalance scores. Principal component analysis reduced sprint and COD variables to a single “running ability” component score. Scaled strength and imbalance, when controlled for age, were associated with “running ability” (adjusted R2 = 0.78, p < 0.001). Significant effects on “running ability” included the following: age, CMJ impulse, NHS, and hip-ADD. When the sprint and COD variables were explored independently, age and CMJ-impulse were featured in all sprint and COD models. For 10 m and 20 m sprint distances, hip-ADD emerged as a significant effect. Mean 505 performance was explained by age, CMJ-impulse, hip-ADD, but also with the addition of NHS. Our findings suggest that insight into the underpinning strength qualities of “running ability” of academy footballers can be obtained from a suite of field-based tests

The effectiveness of a community-based mentoring program for children aged 5-11 years: results from a randomized controlled trial

The study, a two-arm, randomized controlled, parallel group, superiority trial, aimed to evaluate the implementation and effectiveness of a 12-month one-to-one volunteer mentoring program designed to improve behavioral and emotional outcomes in children aged 5 to 11 years who have teacher- and parent/carer-reported behavioral difficulties. Participants were 246 children (123 intervention, 123 control; mean age 8.4 years; 87% boys) in five sites in London, UK, scoring in the “abnormal” range on the teacher-rated Strengths and Difficulties Questionnaire (SDQ) Total Difficulties measure and in the “borderline” or abnormal range on the parent-rated SDQ Total Difficulties measure. Randomization on a 1:1 ratio took place using a computer-generated sequence and stratifying by site. Data collectors and statisticians were blind to participant allocation status. Outcome measures focused on parent- and teacher-rated child behavior and emotions, and child-rated self-perception and hope. Intention-to-treat analysis on all 246 randomized participants (using imputed data where necessary) showed that at post-intervention (16 months after randomization), there were no statistically significant effects on the primary outcome—parent-rated SDQ Total Difficulties (adjusted standardized mean difference = − 0.12; 95% CI: −0.38 to 0.13; p = 0.33)—or any secondary outcomes. Results from complier average causal effect (CACE) analysis using the primary outcome indicated the intervention was not effective for children who received the recommended duration of mentoring. Exploratory analyses found no sub-group effects on the primary outcome. The article concludes that the mentoring program had no effect on children’s behavior or emotional well-being, and that program content needs revising to satisfactorily address key risk and protective factors