PLAYshop: A Parent-focused Physical Literacy Intervention for Early Childhood
- Conditions
- Parent-Child RelationsChild DevelopmentMotor Activity
- Interventions
- Behavioral: PLAYshop
- Registration Number
- NCT05255250
- Lead Sponsor
- University of Alberta
- Brief Summary
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?
- Detailed Description
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.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 130
- Children aged 3-5 years and their parents
- Living in non-rural areas of Alberta or British Columbia, Canada as defined by Statistics Canada
- Children diagnosed with developmental delay or disorder/condition that may affect gross motor development or limit their ability to be physically active.
- Families with parents who do not comfortably speak or read English.
- Families that do not have access to a smartphone/tablet with camera and microphone.
- Families that have participated in prior PLAYshop pilot and feasibility trials.
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description PLAYshop Intervention PLAYshop Participants will receive a 60 minute virtual physical literacy workshop, an equipment goody-bag with basic play equipment and printed resources, and access to a digital app with an online toolkit and four bi-weekly boosters lessons.
- Primary Outcome Measures
Name Time Method Change in children's physical literacy (motivation and enjoyment; parental report) Baseline and 2 month follow-up 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)
Change in children's physical literacy (enjoyment; child report) Baseline and 2 month follow-up 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)
Change in children's physical literacy (fundamental movement skills) Baseline and 2 month follow-up 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).
- Secondary Outcome Measures
Name Time Method Change in children's physical activity Baseline and 2 month follow-up 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.
Change in parent-child co-participation in physical activity (accelerometer) Baseline and 2 month follow-up 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.
Change in parent-child co-participation in physical activity (questionnaire) Baseline and 2 month follow-up 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
Change in parental physical activity modelling Baseline and 2 month follow-up 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
Trial Locations
- Locations (1)
Kinesiology, Sport, and Recreation
🇨🇦Edmonton, Alberta, Canada