The PLAYshop program is a novel, brief, theory-based, parent-focused physical literacy intervention designed to address this major public health issue of childhood physical inactivity and to support families. Primary Research Question: Does the PLAYshop program increase preschool-aged children's physical literacy, including fundamental movement skills and motivation and enjoyment, compared to controls?
The overall goal for the proposed study is to examine the efficacy of the PLAYshop program, a novel, brief, theory-based, parent-focused physical literacy intervention, on child- and family-specific outcomes. Research Questions: Primary: Does the PLAYshop program increase preschool-aged children's physical literacy, including fundamental movement skills and motivation and enjoyment, compared to controls? Secondary: Does the PLAYshop program increase preschool-aged children's physical activity and co-participation in physical activity with parents, compared to controls? Tertiary: 1) Does the PLAYshop program increase parents' capability, motivation, and opportunity to support preschool-aged children's physical literacy development, compared to controls? 2) What is the level of, and factors that influence, implementation at the family and program delivery level? Hypotheses: Increases in preschool-aged children's fundamental movement skills, motivation and enjoyment, physical activity, and parent-child co-participation in physical activity will be greater in the intervention group, compared to the control group. Additionally, increase in parents' capability, motivation, and opportunity to support preschool-aged children's physical literacy development will be greater in the intervention group, compared to the control group.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
SINGLE
Enrollment
130
The intervention includes: 1. Educational Training - the 60 min virtual workshop will be delivered by a trained facilitator. Parents will be introduced to physical literacy via education, group discussion, and active participation in fundamental movement skills (FMS) based activities with their child. 2. Distribution of Education Resources- Parents will be sent physical literacy and physical activity printed resources. 3. Material resources -parents will also be provided a bag of inexpensive active play equipment (e.g., ball, bean bag, balloons). 4. Provide Follow-up Support- After the workshop, participants will gain access to an app with an online toolkit including new active play ideas, tips, and equipment they can make at home for active play. Additionally, participants will receive four bi-weekly booster lessons that include key workshop messages, support and encouragement for parents, reflection and check-in questions, and new activities to try with their child.
Kinesiology, Sport, and Recreation
Edmonton, Alberta, Canada
Change in children's physical literacy (fundamental movement skills)
Children's fundamental movement skills, including two manipulative skills (i.e., overhand throw, underhand throw), two locomotor skills (i.e., horizontal jump, hop), and one balance/stability skill (i.e., one leg balance), will be assessed in a recorded virtual meeting. The skills are from the Test of Gross Motor Development (TGMD) and the Movement Assessment Battery for Children-Second Edition (MABC-2).
Time frame: Baseline and 2 month follow-up
Change in children's physical literacy (motivation and enjoyment; parental report)
Children's motivation and enjoyment will be assessed via a parental questionnaire that includes items from the Preschool Physical Literacy Assessment (Pre PLAy). This scale includes 4 items with values of 1-5; higher values mean more motivation and enjoyment. Citation: Cairney et al. (2018)
Time frame: Baseline and 2 month follow-up
Change in children's physical literacy (enjoyment; child report)
Children's enjoyment will also be assessed via self-report using an adapted Five Degrees of Happiness Likert scale for children. This scale includes 1 item with a value of 1-5; a higher value means more enjoyment. Citation: Hall et al. (2016)
Time frame: Baseline and 2 month follow-up
Change in children's physical activity
Children's physical activity will be assessed with Actigraph wGT3X-BT accelerometers worn for 7 consecutive days. Validated cut-points for preschool-aged children will be used to classify each 15 second count into sedentary time or physical activity.
Time frame: Baseline and 2 month follow-up
Change in parent-child co-participation in physical activity (accelerometer)
Parent-child co-participation in physical activity will be assessed with Actigraph wGT3X-BT accelerometers worn for 7 consecutive days by children and designated parents. Validated cut-points for preschool-aged children and adults will be used to classify each 15 second count into sedentary time or physical activity. The Bluetooth proximity detection feature on the accelerometer will be enabled to determine the presence (e.g., same room in a house, at the park together) or absence of close proximity between two accelerometers.
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Time frame: Baseline and 2 month follow-up
Change in parent-child co-participation in physical activity (questionnaire)
Parent-child co-participation in physical activity will also be assessed with a parental questionnaire. This scale includes 4 items with values of 1-5; higher values mean more co-participation in PA. Citation: Mâsse et al., 2020
Time frame: Baseline and 2 month follow-up
Change in parental physical activity modelling
Parental physical activity modelling will be assess via a parental questionnaire. This scale includes 3 items with values of 1-4: higher values mean higher modelling. Citation: Davison et al., 2011
Time frame: Baseline and 2 month follow-up