A Cluster Randomized Controlled Trial of an After-school Playground Intervention to Improve Children's Physical, Social, and Emotional Health: The PLAYground Project
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 294
- 试验地点
- 1
- 主要终点
- Mean change in student-reported personal (emotional) health from baseline to 12 months
研究概览
简要总结
Schools are critical settings to foster children's health. The purpose of this two-year cluster-randomized trial is to enhance both the after-school and recess settings to provide children with knowledge and skills to facilitate active and inclusive play. The primary aim of the project is to assess the impact of a playground curriculum intervention on children's physical, social, emotional, and behavioral health. The secondary aim of the project to understand the appropriateness, feasibility, fidelity, and sustainability of implementing a playground curriculum in after-school and recess settings.
详细描述
Physical, social, and emotional health are critical for children and predict good health later in life. Schools are essential settings to foster children's health as they provide access to the majority of children during crucial stages of development. In particular, recess and before/after school programming are critical sources of children's health and well-being, and core components of a whole school approach to health and wellness. The purpose of this two-year cluster-randomized trial is to enhance the quality of these existing settings through the integration of a playground curriculum designed to promote active and inclusive play.
Based on Social Cognitive Theory aligned with the Theory of Expanded, Extended, and Enhanced Opportunities, it is hypothesized that active and inclusive play through a playground curriculum intervention will improve enjoyment, knowledge, and self-efficacy (personal conditions), social and emotional learning (behavioral conditions), and the development of peer relationships (environmental conditions) among children, leading to increased physical activity and reduced behavioral incidents. The implementation (appropriateness, feasibility, fidelity, and sustainability) of the playground curriculum intervention to improve children's health will be assessed as a secondary outcome.
Participants will be recruited from elementary schools in Mesa Public Schools (Arizona) that offer after-school programming (N=14). The intervention includes the delivery of a curriculum aimed at providing students with knowledge and skills to initiate activities using playground structures. Trainings will be delivered to staff (after-school staff, recess aides, and Physical Education teachers) and students in the after-school setting. Students attending the after-school program will become Play Leaders to transfer the knowledge and skills they learn from PlayOn! to the recess setting.
The impact of the playground curriculum intervention on children's physical, social, emotional, and behavioral health after school and during recess will be measured using surveys, observations, interviews, physical activity devices, and de-identified school behavioral information. Data will be collected at all 14 school sites each fall and spring semester. In year one, seven schools will receive the intervention. Schools will be stratified to either the intervention or control group by Title 1 status - an indicator of school-level income. In year two, the seven control schools will receive the intervention to allow all schools the opportunity to benefit from the project.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 7 Years 至 13 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Students enrolled an after-school program in Mesa Public Schools
排除标准
- •Students in grades kindergarten or first grade will be excluded due to their young age.
研究组 & 干预措施
Program As Usual
Staff and students receive no training and participate in after-school programs and recess as usual
Playground Curriculum Arm
Staff (after-school staff, recess aides, and physical education teachers) receive training to implement a playground curriculum in an after-school program; children receive a training to use the curriculum during recess
干预措施: PlayOn! playground curriculum (Behavioral)
结局指标
主要结局
Mean change in student-reported personal (emotional) health from baseline to 12 months
时间窗: Baseline (month 0) and Post-intervention (approximately 12 months)
Child-reported personal health indicators (enjoyment, knowledge, and self-efficacy) will be collected through questionnaire with Discrete Emotions in Physical Education Scale (DEPES).
Mean change in accelerometer-derived physical activity from baseline to 18 months
时间窗: Baseline (month 0) and Post-intervention (approximately 18 months)
Accelerometer counts of sedentary, light-, and moderate-to-vigorous physical activity levels will be segmented and processed separately to determine physical activity during recess, during school, during after-school programming, out of school, and on weekends.
Mean change in student-reported personal (emotional) health from baseline to 6 months
时间窗: Baseline (month 0) and Post-intervention (approximately 6 months)
Child-reported personal health (enjoyment, knowledge, and self-efficacy) will be collected through questionnaire with Discrete Emotions in Physical Education Scale (DEPES).
Mean change in student-reported personal (social) health from baseline to 6 months
时间窗: Baseline (month 0) and Post-intervention (approximately 6 months)
Child-reported personal health (enjoyment, knowledge, and self-efficacy) will be collected through questionnaire with Saunders psychosocial influences on physical activity scale.
Mean change in student-reported personal (social) health from baseline to 12 months
时间窗: Baseline (month 0) and Post-intervention (approximately 12 months)
Child-reported personal health indicators (enjoyment, knowledge, and self-efficacy) will be collected through questionnaire with Saunders psychosocial influences on physical activity scale.
Mean change in student-reported environmental health from baseline to 12 months
时间窗: Baseline (month 0) and Post-intervention (approximately 12 months)
Child-reported environmental health (peer relationships) will be collected through questionnaire with the ECLS-K peer relationship scale.
Mean change in accelerometer-derived physical activity from baseline to six months
时间窗: Baseline (month 0) and Post-intervention (approximately 6 months)
Accelerometer counts of sedentary, light-, and moderate-to-vigorous physical activity levels will be segmented and processed separately to determine physical activity during recess, during school, during after-school programming, out of school, and on weekends.
Mean change in student-reported personal (self-efficacy) health from baseline to 6 months
时间窗: Baseline (month 0) and Post-intervention (approximately 6 months)
Child-reported personal health (enjoyment, knowledge, and self-efficacy) will be collected through questionnaire with Metacognitive Process in Physical Education Questionnaire.
Mean change in student-reported environmental health from baseline to 6 months
时间窗: Baseline (month 0) and Post-intervention (approximately 6 months)
Child-reported environmental health (peer relationships) will be collected through questionnaire with the ECLS-K peer relationship scale.
Mean change in student-reported personal (self-efficacy) health from baseline to 12 months
时间窗: Baseline (month 0) and Post-intervention (approximately 12 months)
Child-reported personal health indicators (enjoyment, knowledge, and self-efficacy) will be collected through questionnaire with Metacognitive Process in Physical Education Questionnaire.
Mean change in student-reported personal (self-efficacy) health from baseline to 18 months
时间窗: Baseline (month 0) and Post-intervention (approximately 18 months)
Child-reported personal health indicators (enjoyment, knowledge, and self-efficacy) collected through questionnaire with Metacognitive Process in Physical Education Questionnaire.
Mean change in accelerometer-derived physical activity from baseline to 12 months
时间窗: Baseline (month 0) and Post-intervention (approximately 12 months)
Accelerometer counts of sedentary, light-, and moderate-to-vigorous physical activity levels will be segmented and processed separately to determine physical activity during recess, during school, during after-school programming, out of school, and on weekends.
Mean change in student-reported behavioral health from baseline to 6 months
时间窗: Baseline (month 0) and Post-intervention (approximately 6 months)
Child-reported behavioral health (social and emotional learning) will be collected through questionnaire with the Social and Emotional Learning module of the California Healthy Kids Survey.
Mean change in student-reported personal (emotional) health from baseline to 18 months
时间窗: Baseline (month 0) and Post-intervention (approximately 18 months)
Child-reported personal health indicators (enjoyment, knowledge, and self-efficacy) collected through questionnaire with Discrete Emotions in Physical Education Scale (DEPES).
Mean change in student-reported behavioral health from baseline to 12 months
时间窗: Baseline (month 0) and Post-intervention (approximately 12 months)
Child-reported behavioral health (social and emotional learning) will be collected through questionnaire with the Social and Emotional Learning module of the California Healthy Kids Survey.
Change in number of school-reported behavioral incidents from baseline to 6 months
时间窗: Baseline (month 0) and Post-intervention (approximately 6 months)
School-reported number of children referred to administrators for behavioral incidents
Change in number of school-reported behavioral incidents from baseline to 12 months
时间窗: Baseline (month 0) and Post-intervention (approximately 12 months)
School-reported number of children referred to administrators for behavioral incidents
Mean change in student-reported personal (social) health from baseline to 18 months
时间窗: Baseline (month 0) and Post-intervention (approximately 18 months)
Child-reported personal health indicators (enjoyment, knowledge, and self-efficacy) collected through questionnaire with Saunders psychosocial influences on physical activity scale.
Mean change in student-reported environmental health from baseline to 18 months
时间窗: Baseline (month 0) and Post-intervention (approximately 18 months)
Child-reported environmental health (peer relationships) will be collected through questionnaire with the ECLS-K peer relationship scale.
Change in number of school-reported behavioral incidents from baseline to 18 months
时间窗: Baseline (month 0) and Post-intervention (approximately 18 months)
School-reported number of children referred to administrators for behavioral incidents
Mean change in student-reported behavioral health from baseline to 18 months
时间窗: Baseline (month 0) and Post-intervention (approximately 18 months)
Child-reported behavioral health (social and emotional learning) will be collected through questionnaire with the Social and Emotional Learning module of the California Healthy Kids Survey.
次要结局
- Mean observed implementation sustainability(Post-intervention (approximately 18 months))
- Mean perceived implementation feasibility(Post-intervention (approximately 6 months))
- Mean perceived implementation appropriateness(Post-intervention (approximately 6 months))
- Mean observed implementation fidelity(Monthly post-intervention through end of school year)
- Mean observed implementation sustainability(Post-intervention (approximately 12 months))