The Expansion of a Parent-focused Physical Literacy Intervention for Early Childhood Called PLAYshop
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 32
- 试验地点
- 2
- 主要终点
- Change in parents' motivation to support preschool-aged children's physical literacy development
研究概览
简要总结
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?
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
盲法说明
Participants: While the families will not be told explicitly if they have been assigned to the intervention or control group, they may be able to determine their group based on when their workshop is scheduled (i.e., immediately versus after completion of all study measures).
Research Coordinator: The research coordinator will be aware of the group allocations as they will be in charge of coordinating random assignment and have to schedule participants into workshops and other measures based on their specific allocation.
入排标准
- 年龄范围
- 3 Years 至 5 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Parents of children aged 3 to 5 years who live in the provinces of Alberta and British Columbia and meet at least one of the following criteria:
- •Statistics Canada's low income before tax cut-off based on household size and the population of the municipality they live in
- •have an education level below a bachelor's degree (participating parent)
- •are unemployed (participating parent)
- •are a single adult in their household
- •are connected with an agency partner that supports vulnerable populations
- •Research staff and any organization partners who lead the workshop
排除标准
- •Parents:
- •who do not have internet access to complete the questionnaires and join the virtual workshop. This includes access to a device such as a smartphone, tablet, or laptop/computer and a data plan or WIFI.
- •who are not comfortable reading, writing, speaking and listening to at least one the following languages: English, Spanish, Farsi, Mandarin (Simplified Chinese), or Cantonese (Traditional Chinese).
- •that have participated in prior PLAYshop pilot and feasibility trials
结局指标
主要结局
Change in parents' motivation to support preschool-aged children's physical literacy development
时间窗: Baseline (all), immediately after workshop (intervention), one week after baseline (control)
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.
Change in parents' capability to support preschool-aged children's physical literacy development
时间窗: Baseline (all), immediately after workshop (intervention), one week after baseline (control)
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.
Change in parents' opportunity to support preschool-aged children's physical literacy development
时间窗: Baseline (all), immediately after workshop (intervention), one week after baseline (control)
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
次要结局
- Implementation: facilitators and barriers (parental interview)(Intervention group: 2-month follow-up)
- Implementation: facilitators and barriers (workshop leader interview)(At study completion, approximately 1 year from first workshop.)
- Implementation: satisfaction and perceived usefulness (questionnaire)(Intervention group: Immediately after the workshop)
- Implementation: satisfaction and perceived usefulness (parental interview)(Intervention group: 2-month follow-up)
- Implementation: dose (parental interview)(Intervention group: 2-month follow-up)
- Implementation: dose (app check-in questions)(Intervention group: Bi-weekly after workshop (i.e., 1, 3, 5, and 7 weeks))
- Implementation: dose (app usage data)(Intervention group: 2-month follow-up)