The PLAYshop program is a novel, brief, theory-based, parent-focused physical literacy intervention, that can help mitigate the impacts of the COVID-19 pandemic on physical activity of children from diverse and vulnerable families who have been disproportionally affected by the COVID-19 Pandemic. Primary Research Question: Among vulnerable families (e.g., lower socioeconomic status), does the PLAYshop program increase parental capability, opportunity, and motivation to support preschool-aged children's physical literacy development, compared to controls?
The overall objective of this study is to generate evidence for the efficacy of the PLAYshop program in diverse and vulnerable populations, such as families of lower socioeconomic status, who have been disproportionally affected by the COVID-19 Pandemic. Research Questions: Primary: Among vulnerable families (e.g., lower socioeconomic status), does the PLAYshop program increase parental capability, opportunity, and motivation to support preschool-aged children's physical literacy development, compared to controls? Secondary: What is the level of, and factors that influence, implementation at the family and program delivery level when working with vulnerable families? Tertiary: Does the PLAYshop program increase preschool-aged children's motivation and enjoyment, compared to controls? Hypothesis for the primary research question: Increases in parental outcomes, including capability, opportunity, and motivation, will be greater in the intervention group, compared to the control group.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
32
The intervention includes: 1. Educational Training - the 60 min virtual/hybrid 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 provided with 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.
Faculty of Kinesiology, Sport, and Recreation
Edmonton, Alberta, Canada
Change in parents' capability to support preschool-aged children's physical literacy development
Parental capability (i.e., knowledge), will be assessed via a parental questionnaire. This scale includes 9 items with values of 1-5; higher values mean more capability.
Time frame: Baseline (all), immediately after workshop (intervention), one week after baseline (control)
Change in parents' opportunity to support preschool-aged children's physical literacy development
Parental opportunity (e.g., perceived availability of resources (1 item), perceived barriers (5 items)) will be assessed via a parental questionnaire. Items have values of 1-5; higher values mean less parental opportunity. Citation for perceived barriers: Heitzler et al., 2006
Time frame: Baseline (all), immediately after workshop (intervention), one week after baseline (control)
Change in parents' motivation to support preschool-aged children's physical literacy development
Parental motivation (i.e., confidence (11 items), beliefs (4 items), outcome expectations (3 items), intentions (2 items), perceived behavioural control (4 items)) will be assessed via a parental questionnaire. Citation for beliefs and outcome expectations: Heitzler et al., 2006. Items have values of 1-5; higher values mean more parental motivation.
Time frame: Baseline (all), immediately after workshop (intervention), one week after baseline (control)
Implementation: satisfaction and perceived usefulness (questionnaire)
Satisfaction and perceived usefulness of the intervention will be assessed via a parental questionnaire in the intervention group only. This scale includes 3 items with values of 1-5; higher values mean more satisfaction and perceived usefulness.
Time frame: Intervention group: Immediately after the workshop
Implementation: satisfaction and perceived usefulness (parental interview)
Satisfaction and perceived usefulness of the intervention will also be explored via brief semi-structured interviews with parents from the intervention group.
Time frame: Intervention group: 2-month follow-up
Implementation: facilitators and barriers (parental interview)
Implementation facilitators and barriers will be explored via brief semi-structured interviews with parents from the intervention group.
Time frame: Intervention group: 2-month follow-up
Implementation: facilitators and barriers (workshop leader interview)
Implementation facilitators and barriers will be explored via brief semi-structured interviews with workshop leaders.
Time frame: At study completion, approximately 1 year from first workshop.
Implementation: dose (parental interview)
The dose of the intervention will be explored via brief semi-structured interviews with parents from the intervention group.
Time frame: Intervention group: 2-month follow-up
Implementation: dose (app check-in questions)
The dose of the intervention will be assessed via check-in questions as part of the booster lessons in the intervention group.
Time frame: Intervention group: Bi-weekly after workshop (i.e., 1, 3, 5, and 7 weeks)
Implementation: dose (app usage data)
The dose of the intervention will be assessed via tracking of app usage in the intervention group.
Time frame: Intervention group: 2-month follow-up
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