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Al-walah MA, Alotaibi SS, Alhusaini AA, Alotiabi MM, Donnelly M, Heron N. Assessing the Acceptability of a Preschool-Based Multi-Component Physical Activity Intervention Entitled "I'm an Active Hero" (IAAH): Process Evaluation of a Feasibility Trial. Healthcare (Basel) 2024; 12:1398. [PMID: 39057541 PMCID: PMC11275326 DOI: 10.3390/healthcare12141398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2024] [Revised: 07/04/2024] [Accepted: 07/11/2024] [Indexed: 07/28/2024] Open
Abstract
BACKGROUND Interventions within preschool settings have gained prominence due to the need to increase physical activity (PA) in early childhood. We first developed a 10-week preschool-based behaviour change intervention, guided by the UK Medical Research Council's framework for complex interventions. We then conducted a cluster feasibility randomised controlled trial (RCT) among young children. AIM This process evaluation was embedded within the cluster feasibility RCT and aimed to assess the acceptability of the 10-week IAAH intervention among both preschool staff and parents. METHODS The study utilised a mixed method, involving post-intervention questionnaires completed by preschool staff (n = 4) and children's parents/caregivers (n = 9) and focus groups with preschool staff (n = 3) and parents/caregivers (n = 7). Quantitative data were analysed using SPSS to calculate acceptability scores, while qualitative data underwent thematic analysis using NVivo 12. RESULTS The intervention was well-received, with preschool staff reporting a 94.5% acceptability rate (mean score of 10.4 out of 11) and parents/caregivers indicating an 86% acceptance rate (mean score of 5.2 out of 6). Thematic analysis of focus group discussions revealed facilitators to intervention delivery, such as user-friendly materials and alignment with preschool curricula, and identified barriers, including time constraints, spatial limitations, and policy conflicts. Parental engagement was hindered by time restrictions, although the intervention materials were praised for their clarity and visual appeal. CONCLUSIONS The findings suggest that the IAAH programme was acceptable to both preschool staff and parents. However, the identified barriers to intervention delivery and engagement should be addressed in the planning of a future cluster RCT to evaluate the efficacy of the intervention.
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Affiliation(s)
- Mosfer A. Al-walah
- Centre for Public Health, School of Medicine, Dentistry and Biomedical Sciences, Queen’s University Belfast, Belfast BT12 6BA, UK
- Department of Physical Therapy, College of Applied Medical Sciences, Taif University, Taif 21974, Saudi Arabia
| | - Shayek S. Alotaibi
- Department of Medical Rehabilitation and Physiotherapy, Children Hospital, Ministry of Health, Taif 26524, Saudi Arabia
| | - Adel A. Alhusaini
- Department of Rehabilitation Sciences, College of Applied Medical Sciences, King Saud University, Riyadh 11433, Saudi Arabia
| | - Meteb M. Alotiabi
- Department of Physical Therapy, College of Applied Medical Sciences, Taif University, Taif 21974, Saudi Arabia
| | - Michael Donnelly
- Centre for Public Health, School of Medicine, Dentistry and Biomedical Sciences, Queen’s University Belfast, Belfast BT12 6BA, UK
| | - Neil Heron
- Centre for Public Health, School of Medicine, Dentistry and Biomedical Sciences, Queen’s University Belfast, Belfast BT12 6BA, UK
- School of Medicine, Keele University, Keele ST5 5BG, UK
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Hobbs S, Bellows LL, Coatsworth JD, Johnson SL. Using Plan, Do, Study, Act Cycles to Improve a Maternal Self-Care Intervention With Audience Input. Health Promot Pract 2024; 25:666-676. [PMID: 37272068 DOI: 10.1177/15248399231177305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Maternal self-care, including healthy eating, physical activity, and stress management behaviors, is influenced by environmental, social, and individual factors. Plan-Do-Study-Act (PDSA) Cycling is an effective quality improvement process using rapid cycling to refine interventions to fit audience-specific contexts and to address socioecological influences on behavior change. To refine components of the Healthy EnviROnmentS Self-Care intervention, a mindful self-care program for mothers of preschool-aged children in rural communities, PDSA cycles were used to examine: (A) acceptability of content, (B) suitability of implementation strategies, and (C) feasibility of digital supports across three stages of program development. Stage 1 included a group discussion with an expert panel (n = 8). Stage 2 used brief interviews and group discussion with a convenience sample (n = 5). Stage 3 included in-depth interviews with the focal population (n = 6). In-depth interviews were transcribed and analyzed using a directed approach, and data were compiled from group discussion notes and assessed for congruence and analyzed for emergent themes. PDSA cycles relating to content led to the addition of activities to introduce mindfulness and foster social support and the revision of handouts. Implementation strategies were refined with respect to workshop duration, activity order, and meeting type. Digital supports resulted in refinement to the study website and tablet applications. Utilization of PDSA cycles allowed for input from the focus population at every point of intervention design and considered socioecological factors that can influence behavior change.
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Affiliation(s)
| | | | | | - Susan L Johnson
- University of Colorado Anschutz Medical Campus, Aurora, CO, USA
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John A, Wainwright N, Goodway JD, Williams A. The Relationship between Physical Activity and Motor Competence of Foundation Phase Children in Wales during the School Day. CHILDREN (BASEL, SWITZERLAND) 2024; 11:629. [PMID: 38929209 PMCID: PMC11202001 DOI: 10.3390/children11060629] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2024] [Revised: 05/10/2024] [Accepted: 05/16/2024] [Indexed: 06/28/2024]
Abstract
Early childhood is a crucial time for children to develop their fundamental motor skills (FMS), serving as a foundation for engagement in lifelong physical activity (PA). With increasing concerns over the declining levels of PA and motor competence (MC), the aim of this study was to explore the predictors of PA in children in a play-based curriculum. A secondary purpose was to explore levels of PA and MC during the school day. The final aim was to explore whether there were sex differences. Children (N = 94; Mage = 68.96 months, SD = 8.25) in five classes from four different schools in Wales were tested on the TGMD-2, standing long jump, and MABC-2. Levels of PA were measured using ActiGraph GT3X-BT accelerometers, and 85 children met the wear time criteria. Object control (OC) skills, standing long jump, and age significantly predicted the percentage of time spent performing sedentary behaviours F(10,73) = 3.026, p = 0.003, R2 = 0.29 (adj R2 = 0.20) and time spent on MVPA F(10,73) = 3.597, p < 0.001, R2 = 0.33 (adj R2 = 0.24). Children spent an average of 48.7% of the school day performing sedentary behaviours and 9.1% performing moderate to vigorous physical activity (MVPA) and did not achieve 60 min of MVPA. The MABC revealed that 67% were below the 15th percentile. Girls spent more time than boys performing sedentary behaviours (p = 0.014), and boys spent more time than girls on MVPA (p = 0.004). Boys outperformed girls at OC skills (p < 0.001), while girls outperformed boys at locomotor skills (p < 0.001). These findings reinforce the pivotal role teachers and parents play in providing opportunities for children to be PA. OC skills and jump were positively associated with PA, emphasising the importance of developing FMS in early childhood. There were also sex disparities for both PA and MC, along with low levels of MC, highlighting the need for investing in comprehensive programmes and initiatives that prioritise the development of FMS during early childhood.
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Affiliation(s)
- Amanda John
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK; (A.J.); (N.W.); (A.W.)
| | - Nalda Wainwright
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK; (A.J.); (N.W.); (A.W.)
| | | | - Andy Williams
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK; (A.J.); (N.W.); (A.W.)
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Bruijns BA, Bourke M, Saravanamuttoo K, Tucker P. Physical activity, sedentary behaviour, and sleep knowledge and self-efficacy among parents of young children in Canada. JOURNAL OF ACTIVITY, SEDENTARY AND SLEEP BEHAVIORS 2024; 3:12. [PMID: 38764474 PMCID: PMC11101324 DOI: 10.1186/s44167-024-00051-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2024] [Accepted: 05/13/2024] [Indexed: 05/21/2024]
Abstract
Background Engaging in healthy movement behaviours in early childhood is beneficial for children's development, and parents play a critical role in shaping movement habits during these formative years. This study aimed to explore parents' knowledge of the Canadian 24-Hour Movement Guidelines for the Early Years (The Guidelines) and their perceived knowledge and self-efficacy of movement behaviour concepts in early childhood. The influence of sociodemographic characteristics on these variables was also examined. Methods Via a cross-sectional online survey with parents/guardians (n = 576) of young children in Canada, participants' knowledge of The Guidelines (11 items), and perceived knowledge (11 items; 5-point scale) and self-efficacy (11 items; 11-point scale) of movement behaviour concepts in early childhood were examined. Descriptive statistics were calculated for independent variables and multivariate regression models were estimated to examine sociodemographic factors that were associated with participants' knowledge and self-efficacy. Results Few participants (11.9%) reported to be familiar with The Guidelines. Parents were most knowledgeable about the screen time guideline for children under 2 years (75.0% correctly identified the guideline) and least familiar with the recommendation for toddler/preschooler total physical activity (14.7% correctly identified the guideline). Parents/guardians perceived they were the most knowledgeable about safe sleep practices (65.9% very/extremely knowledgeable) and least knowledgeable about muscle- and bone-strengthening activities (71.8% not at all/somewhat knowledgeable). Overall, parents/guardians were moderately confident in promoting healthy movement behaviours (M = 6.01; SD = 1.73). Participants with higher levels of education reported significantly higher perceived knowledge compared to those who were less educated (p = .004), and parents/guardians identifying as White reported significantly higher levels of self-efficacy compared to parents/guardians from minority ethnic groups (p = .028). Finally, parents/guardians who were more physically active reported both higher perceived knowledge (p < .001) and self-efficacy (p < .001) than those who were less active. Conclusion These findings shed light on the need to raise awareness of The Guidelines among parents of young children and highlight specific movement behaviour concepts in need of focus in future training for this population. Targeted education for parents/guardians from lower socioeconomic groups is also needed to address equity concerns. Supplementary Information The online version contains supplementary material available at 10.1186/s44167-024-00051-x.
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Affiliation(s)
- Brianne A. Bruijns
- School of Occupational Therapy, Faculty of Health Sciences, Western University, 1201 Western Road, Elborn College, Room 2547, London, ON N6G 1H1 Canada
| | - Matthew Bourke
- School of Occupational Therapy, Faculty of Health Sciences, Western University, 1201 Western Road, Elborn College, Room 2547, London, ON N6G 1H1 Canada
- Health and Wellbeing Centre for Research Innovation, The University of Queensland, Brisbane, QLD Australia
| | - Kendall Saravanamuttoo
- School of Occupational Therapy, Faculty of Health Sciences, Western University, 1201 Western Road, Elborn College, Room 2547, London, ON N6G 1H1 Canada
| | - Patricia Tucker
- School of Occupational Therapy, Faculty of Health Sciences, Western University, 1201 Western Road, Elborn College, Room 2547, London, ON N6G 1H1 Canada
- Children’s Health Research Institute, London, ON Canada
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Zulauf-McCurdy C, Tessema B, Tang R, Almeida S, Tandon PS. Where does physical activity fit into preschool postpandemic? A qualitative exploration with parents, teachers and administrators. BMJ Open 2024; 14:e084702. [PMID: 38719311 PMCID: PMC11086357 DOI: 10.1136/bmjopen-2024-084702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/26/2024] [Accepted: 04/25/2024] [Indexed: 05/12/2024] Open
Abstract
OBJECTIVES During the preschool years, children depend on adult caregivers to provide opportunities for physical activity (PA). Research has focused on measuring PA in preschool, as well as barriers and facilitators to children's PA but caregiver perceptions remain largely unknown especially in light of the COVID-19 pandemic. This study aims to understand the value of PA in preschool following the pandemic from three types of adult caregivers, parents of a young child (n=7), preschool teachers (n=7) and preschool administrators (n=7). METHODS In-depth qualitative interviews were conducted to explore the following research questions: (a) how do caregivers describe the importance of PA in preschool postpandemic? (b) how do caregivers support and prioritise PA in preschool postpandemic and what challenges do they face in doing so? and (c) how do caregivers interact with one another to promote PA? Qualitative answers were coded using a codebook developed to answer the research questions of interest. RESULTS Parents, teachers and administrators all described valuing PA for preschoolers, but each caregiver type described a different way of promoting it. All the caregivers listed barriers that inhibit their ability to prioritise and promote PA, some heightened postpandemic. Lastly, there were limited caregiver interactions when it came to promoting PA, with the burden largely falling on teachers. CONCLUSION Our findings indicate that one particularly important area for intervention is supporting parents, teachers and preschool administrators in creating a shared understanding of the importance of PA for young children and ways to collaborate to promote it.
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Affiliation(s)
| | | | - Rachel Tang
- Seattle Children's Research Institute, Seattle, Washington, USA
| | - Saniya Almeida
- University of California San Diego, La Jolla, California, USA
| | - Pooja S Tandon
- Seattle Children's Research Institute, Seattle, Washington, USA
- Pediatrics, University of Washington, Seattle, WA, USA
- Trust for Public Land, San Francisco, California, USA
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James ME, Rhodes RE, Cairney J, Sabiston CM, Finlay-Watson T, Arbour-Nicitopoulos KP. Parent Support for Physical Activity and Motor Skills During Early Childhood: A Mixed-Methods Application of the Multi-process Action Control Framework. Ann Behav Med 2024; 58:264-274. [PMID: 38339975 DOI: 10.1093/abm/kaae004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/12/2024] Open
Abstract
BACKGROUND Promoting physical activity (PA) and fundamental movement skills (FMS) in early childhood is necessary to address the high rates of inactivity in children. Parent support is a determinant of PA in children, however, parental intentions to support are not always translated into behavior resulting in an intention-behavior gap. PURPOSE Positioned within the multi-process action control (M-PAC) framework, this study used an explanatory concurrent mixed-methods design to explore parents' intentions and support of PA and FMS during early childhood. METHODS Parents (N=124) of children aged 3-4 years completed an online survey consisting of items assessing reflective (e.g., attitudes), regulatory (e.g., planning), and reflexive (e.g., habit) processes of M-PAC and intentions and support for child PA and FMS. A subset of parents (n=20) completed a semi-structured online interview guided by the M-PAC framework. RESULTS Significantly more parents intended to support PA (71%) compared with FMS (44%; p<0.001) and successfully translated intentions into action for PA (57%) compared with FMS (27%; p<0.001). Discriminant function analysis showed parent behavior profiles for PA and FMS support were associated with a combination of reflective, regulatory, and reflexive processes, however, these differed based on support behavior. Qualitative findings highlighted parents' differential views on PA and FMS support and contextualized the psychological processes associated with each. CONCLUSIONS Parent PA support interventions during early childhood should include strategies for supporting FMS. Interventions should prioritize fostering a combination of reflective, regulatory, and reflexive behaviors to translate intentions to support PA and FMS into behavior among parents of young children.
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Affiliation(s)
- Maeghan E James
- Faculty of Kinesiology and Physical Education, Department of Kinesiology, University of Toronto, Toronto, ON, Canada
| | - Ryan E Rhodes
- Faculty of Education, School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, BC, Canada
| | - John Cairney
- School of Human Movement and Nutrition Sciences, Faculty of Health and Behavioural Sciences, University of Queensland, St Lucia, QLD, Australia
| | - Catherine M Sabiston
- Faculty of Kinesiology and Physical Education, Department of Kinesiology, University of Toronto, Toronto, ON, Canada
| | - Tracia Finlay-Watson
- Faculty of Kinesiology and Physical Education, Department of Kinesiology, University of Toronto, Toronto, ON, Canada
| | - Kelly P Arbour-Nicitopoulos
- Faculty of Kinesiology and Physical Education, Department of Kinesiology, University of Toronto, Toronto, ON, Canada
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Zhang Y, Wainwright N, Goodway JD, John A, Stevenson A, Thomas K, Jenkins S, Layas F, Piper K. MiniMovers: An Initial Pilot and Feasibility Study to Investigate the Impact of a Mobile Application on Children's Motor Skills and Parent Support for Physical Development. CHILDREN (BASEL, SWITZERLAND) 2024; 11:99. [PMID: 38255412 PMCID: PMC10813848 DOI: 10.3390/children11010099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 01/08/2024] [Accepted: 01/12/2024] [Indexed: 01/24/2024]
Abstract
The MiniMovers (MM) APP combines motor development theory with creativity expertise and has been designed to provide parents with developmentally appropriate activities to support children's motor skills. This study investigates how MiniMovers activities enabled parents to support their children's physical development. Families participated in an 8-week MM programme of activities from the MM APP (Mini, Mighty and Mega levels), with pre- and post-intervention data collected using multiple tools (e.g., motion capture system, force plate, eye-tracking glasses, and videos). Mixed research methods were applied among children (N = 8; aged 21-79 months) and their parents, providing quantitative analysis on children's performance (running, throwing, jumping, kicking, balancing and catching), as well as qualitative analysis on parents' attitude and behaviour (two-weekly feedback surveys and interviews). Lab-based measures showed significant improvements in run time, underarm throwing distance, and horizontal jump distance. Test of Gross Motor Development-3 showed a significant gain in running, underarm and overarm throwing, horizontal jump and kicking. Further, developmental stages indicated significant improvements in running, kicking and catching. Parents reported increased enjoyment and knowledge, children's enjoyment, independence and confidence. This pilot study provides support for the research and development of the MM App and suggests more research into the use of APPs to support home activities among families with young children.
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Affiliation(s)
- Yajie Zhang
- Assistive Technologies Innovation Centre (ATiC), University of Wales Trinity Saint David, Swansea SA1 8PH, UK; (Y.Z.); (S.J.); (F.L.)
| | - Nalda Wainwright
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK; (N.W.); (A.J.); (A.S.); (K.T.)
| | - Jacqueline D. Goodway
- Department of Human Sciences, The Ohio State University, Columbus, OH 43210-1172, USA
| | - Amanda John
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK; (N.W.); (A.J.); (A.S.); (K.T.)
| | - Anna Stevenson
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK; (N.W.); (A.J.); (A.S.); (K.T.)
| | - Kirsty Thomas
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK; (N.W.); (A.J.); (A.S.); (K.T.)
| | - Sean Jenkins
- Assistive Technologies Innovation Centre (ATiC), University of Wales Trinity Saint David, Swansea SA1 8PH, UK; (Y.Z.); (S.J.); (F.L.)
| | - Fatma Layas
- Assistive Technologies Innovation Centre (ATiC), University of Wales Trinity Saint David, Swansea SA1 8PH, UK; (Y.Z.); (S.J.); (F.L.)
| | - Kate Piper
- Sport and Healthy Living, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK;
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Confer C, Castellanos DC, Beerse M, Gonter-Dray R. Parental perceptions of nutritional intake, cooking skills, and food skills among preschoolers. Nutr Health 2023:2601060231200517. [PMID: 37715658 DOI: 10.1177/02601060231200517] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/18/2023]
Abstract
Objective: To determine parents' perceptions of cooking skills, food skills, and nutritional status of children ages 3 to 5 years. Methods: Parents of preschoolers aged 3 to 5 years completed two questionnaires, a Nutri-STEP questionnaire, assessing nutritional status, and a cooking exposure questionnaire. This parent recall questionnaire assessed cooking skills and food skills children possessed. Results: Willingness to try a new vegetable, parental confidence of child's cooking skills, total food skills possessed, and the covariates of gender, age, and ethnicity significantly predicted child dietary quality grouping p = 0.04. Conclusions and Implications: Trying new vegetables was a significant predictor of dietary behavior, with children more likely to try new vegetables demonstrating better dietary behavior (odds ratio= .43, p = 0.03). Trends showed that children with more cooking skills had better diets. Empirical data are needed through experimental designs to examine the integration of cooking skills in the home on child dietary behaviors and long-term cooking development.
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Affiliation(s)
- Cara Confer
- Department of Health and Sport Science, University of Dayton, Dayton, OH, USA
| | | | - Matthew Beerse
- Department of Health and Sport Science, University of Dayton, Dayton, OH, USA
| | - Rebecca Gonter-Dray
- Department of Health and Sport Science, University of Dayton, Dayton, OH, USA
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9
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Flynn RJ, Pringle A, Roscoe CMP. Direct Parent Engagement to Improve Fundamental Movement Skills in Children: A Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1247. [PMID: 37508744 PMCID: PMC10378247 DOI: 10.3390/children10071247] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Revised: 07/13/2023] [Accepted: 07/17/2023] [Indexed: 07/30/2023]
Abstract
Fundamental movement skills (FMS) are basic movements in children that represent the building blocks for more complex motor skill development and act as a prerequisite for enduring sport and physical activity (PA) engagement and positive health-related behaviours. The FMS proficiency is currently inadequate worldwide, and consequently there are alarming levels of inactivity and childhood obesity. However, parents are role models to their children and possess the power to influence their PA behaviour. This review investigated if parent-focused interventions could improve FMS in 2-7-year-old children and evaluated which setting and method of parent engagement was most impactful. Keyword searches were conducted via Scopus, Web of Science, SPORTDiscus, PubMed, Science Direct, and Google Scholar. Only nine articles met the inclusion criteria. No research originated from the United Kingdom, highlighting the urgent need for further FMS interventions involving parents. The FMS improved in all nine studies, with significant changes in seven of the articles (p < 0.05). Parent-child co-activity, the education and empowerment of parents, and the provision of clear FMS guidance, messaging, and structure can positively influence children's FMS. Recently, smartphone apps have increased the feasibility and accessibility of FMS practice at home and may be integral to future interventions. Further research with direct parental involvement is clearly warranted.
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Affiliation(s)
- Robert J Flynn
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Andy Pringle
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Clare M P Roscoe
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
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Rojo-Ramos J, Mendoza-Muñoz M, Castillo-Paredes A, Galán-Arroyo C. Influence of Parental Perception of Child's Physical Fitness on Body Image Satisfaction in Spanish Preschool Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20085534. [PMID: 37107816 PMCID: PMC10138412 DOI: 10.3390/ijerph20085534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Revised: 03/08/2023] [Accepted: 03/12/2023] [Indexed: 05/11/2023]
Abstract
It is well known that poor physical fitness is an exponential risk factor in the increase in chronic diseases, not only physical but also psychological. Even in childhood, a critical period of development, the perception of physical fitness plays a fundamental role in the individual's self-concept of body image. AIM To find out how self-perceived physical fitness influences self-perceived body image in preschoolers. METHODS 475 preschool pupils were recruited in the schools of Extremadura (Spain). They were administered a sociodemographic questionnaire, the Preschool Physical Fitness Index (IFIS) and the Preschool Body Scale (PBS). FINDINGS Significant correlations (p < 0.05) were observed between body dissatisfaction and perceived physical fitness (IFIS), being higher in girls. In terms of variables, general fitness (<0.001), cardio-respiratory fitness (<0.001), muscular strength (<0.001), speed/agility (<0.001) and balance (<0.001) have a negative, medium and significant association with body dissatisfaction in girls; however, this association was lower in the case of boys. CONCLUSIONS The influence of physical fitness had a clear impact on self-perceived body image. With better findings on self-perceived physical fitness variables (IFIS) there was less body dissatisfaction (PBS), especially in the female sex. The results also showed that parents who perceived their children to be in poorer physical condition had higher body dissatisfaction. Therefore, it would be interesting for the context involved, particularly parents, to implement strategies to improve positive body image through the promotion of physical education and physical fitness at an early age.
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Affiliation(s)
- Jorge Rojo-Ramos
- Physical Activity for Education, Performance and Health, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain;
| | - María Mendoza-Muñoz
- Physical and Health Literacy and Health-Related Quality of Life (PHYQoL), Faculty of Sport Science, University of Extremadura, 10003 Caceres, Spain; (M.M.-M.); (C.G.-A.)
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Largo dos Colegiais 2, 7000-645 Évora, Portugal
| | - Antonio Castillo-Paredes
- Grupo AFySE, Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física, Facultad de Educación, Universidad de Las Américas, Santiago 8370040, Chile
- Correspondence:
| | - Carmen Galán-Arroyo
- Physical and Health Literacy and Health-Related Quality of Life (PHYQoL), Faculty of Sport Science, University of Extremadura, 10003 Caceres, Spain; (M.M.-M.); (C.G.-A.)
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11
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Estevan I, Bowe SJ, Menescardi C, Barnett LM. Self and proxy (parents and teachers') reports of child motor competence: A three-year longitudinal study. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 64:102331. [PMID: 37665815 DOI: 10.1016/j.psychsport.2022.102331] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Revised: 11/02/2022] [Accepted: 11/03/2022] [Indexed: 09/06/2023]
Abstract
OBJECTIVE The aims of this study were to: 1) analyse the longitudinal trends in the evolution of the association between children's actual and perceived motor competence (AMC and PMC, respectively) according to the source of information: children, parents, and Physical Education (PE) teachers; 2) assess whether children, parents, and PE teachers can report on children's AMC longitudinally (considering the children's age, sex, and the type of motor competence). DESIGN AND METHOD A sample of 108 typically developing Spanish children (47.12% girls) from five schools participated in this study. AMC and PMC (locomotion, object control and overall MC) data was collected at three time points one year apart. Longitudinal mixed effects models with repeated measures were conducted. RESULTS Regardless of the domain of MC, no longitudinal association between children's AMC and PMC was found. Parents also exhibited limited capability to proxy report their children's AMC longitudinally. PE teachers' proxy reports of children' AMC were associated over time with object control and overall level. CONCLUSION This study confirms the necessity of specific training in AMC to effectively report on children's motor competence. PE teachers can be seen as a potential source to empower children's AMC and PMC development over time.
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Affiliation(s)
- Isaac Estevan
- AFIPS Research Group, Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avenida dels Tarongers, 4, Valencia, 46022, Spain.
| | - Steven J Bowe
- Deakin Biostatistics Unit, Faculty of Health, Deakin University, Geelong, Victoria, 3125, Australia; School of Health, Wellington Faculty of Health, Victoria University of Wellington, Kelburn, Wellington, New Zealand.
| | - Cristina Menescardi
- AFIPS Research Group, Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avenida dels Tarongers, 4, Valencia, 46022, Spain.
| | - Lisa M Barnett
- Institute of Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Locked Bag 20000, Geelong, VIC 3220, Australia.
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12
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Wang Y, He G, Ma K, Li D, Wang C. Preschool Children's Physical Activity and Community Environment: A Cross-Sectional Study of Two Cities in China. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14797. [PMID: 36429514 PMCID: PMC9690505 DOI: 10.3390/ijerph192214797] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Revised: 11/05/2022] [Accepted: 11/08/2022] [Indexed: 06/16/2023]
Abstract
Research on the relationship between preschool children's physical activity (PA) and community environment is limited and inconclusive, yet understanding this relationship is important to acquire sufficient information to guide the development of intervention programs. This study aims to objectively measure preschool children's PA and examine associations between PA and the community environments. A total of 471 preschool children aged 3-6 years old were recruited from eight kindergartens in Beijing and Zhengzhou. PA was measured by accelerometers. Light PA (LPA), moderate PA (MPA), and vigorous PA (VPA) were computed on the basis of cutoff points developed for preschool children. Moderate-to-vigorous PA (MVPA), and total PA (TPA) were obtained by calculation. Children's active transportation modes were indicated by the frequency of active trips (FAT) reported by parents. The community environment was collected by parental scales. Multivariate linear regression was used to analyze the associations between PA and the community environment. In total, 304 preschool children (mean age 5.07 ± 0.94 years, 50.66% boys) were included in the final analysis. Children spent an average of 77.58 ± 18.78 min/day in MVPA and 173.26 ± 30.38 min/day in TPA. Linear regression showed that 'parental perception of appropriate walking distance' was associated with nearly half of the indicators of the children's PA. 'Public activity facilities near the community' was associated with FAT for overall children (B = 0.099, 95% CI = 0.014, 0.183). 'Community transportation environment' was associated with overall children's average day LPA (B = 4.034, 95% CI = 0.012, 8.056), weekend LPA (B = 8.278, 95% CI = 1.900, 14.657), MPA (B = 4.485, 95% CI = 0.613, 8.357), TPA (B = 14.777, 95% CI = 2.130, 27.424), and FAT for girls (B = -0.223, 95% CI = -0.443, -0.003). Furthermore, 'community personal safety' was associated with boys' weekday VPA (B = -3.012, 95% CI = -5.946, 0.079). Parental perception of appropriate walking distances, improvement of PA facilities, community personal safety, and the community transportation environment all contribute to the prevention of preschool children's PA patterns deterioration.
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13
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Paez J, Hurtado J, Reyes T, Abusleme R, Arroyo P, Oñate C. Relationship between Parents' Physical Activity Level and the Motor Development Level and BMI of Their Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159145. [PMID: 35897516 PMCID: PMC9332858 DOI: 10.3390/ijerph19159145] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Revised: 07/13/2022] [Accepted: 07/21/2022] [Indexed: 01/27/2023]
Abstract
All the variables that arise in family dynamics can have significant effects on the lives of children concerning their nutritional status and motor development. The objective of this study was to relate the PAL of parents to the level of motor development and the BMI of their children. A total of 198 subjects participated, with the age of the students ranging between 8 and 10 years. To measure the BMI, the norms for the nutritional evaluation of children and teenagers from 5 to 19 years were used; to identify the motor behaviors, the TGMD-2 Test was used; and to identify the level of physical activity of parents, the International Physical Activity Questionnaire (IPAQ) was used. For the analysis, the independent samples t-test and the non-parametric Mann–Whitney U test (Wilcoxon) were used, and for the correlational analysis, Spearman’s rho test was applied. This study found no significant correlation between the activity level of parents and nutritional status variables (p = 0.162), or between the PAL variables of parents and the motor development of their children (p = 0.738). A parent’s level of physical activity does not have a direct relationship with the nutritional status or the motor development of their children.
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Affiliation(s)
- Jacqueline Paez
- Escuela Educación Física, Pontificia Universidad Católica de Valparaíso, Viña del Mar 252000, Chile; (J.H.); (R.A.)
- Correspondence:
| | - Juan Hurtado
- Escuela Educación Física, Pontificia Universidad Católica de Valparaíso, Viña del Mar 252000, Chile; (J.H.); (R.A.)
| | - Tomas Reyes
- Escuela Educación Física, Universidad Playa Ancha, Valparaíso 2340000, Chile;
| | - Rosita Abusleme
- Escuela Educación Física, Pontificia Universidad Católica de Valparaíso, Viña del Mar 252000, Chile; (J.H.); (R.A.)
| | - Patricio Arroyo
- Escuela Educación Física, Universidad San Sebastián, Santiago 8320000, Chile;
| | - Cristian Oñate
- Escuela de Kinesiologia, Universidad Católica de Temuco, Temuco 4780000, Chile;
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14
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Barriers and Facilitators to Toddlers’ Physical Activity during the COVID-19 Pandemic, as Perceived by Teachers, Principals and Parents: A Challenge for the Early Childhood Educational Environments. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12050349] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
The aim of our study was to explore the barriers and facilitators that teachers, principals, and parents face when adapting to COVID-19 pandemic scenario in terms of promoting toddlers’ physical activity (PA). Thirty-four (20 teachers and principals, and 14 parents) semi-structured qualitative interviews were conducted from October 2020 to March 2021. The socioecological model has enabled the identification of barriers and facilitators, some of which are related to the pandemic and others which are not. The main results suggest that upon reopening the ECEC institutions, regarding environmental barriers, educators mentioned the impact on the use of space, and parents, the modification of daily activities generated by COVID-19. However, educators also considered that the presence of suitable spaces in the school for practicing PA was a facilitator. At the intra- and interpersonal level, facilitators of PA that were unrelated to the pandemic included, for parents, the predisposition of children to be physically active and their own function as role models, and for educators, the curricular practices themselves. At an environmental level, the risk of danger in the traditional classroom plus bad weather were considered barriers by educators, while parents mentioned difficulties accessing outdoor space and the poor suitability of indoor spaces. Our results suggest the simultaneous analysis of the perceptions of different actors in the educational environments offers a broad vision of the ecological alternatives for offering children opportunities for PA in these difficult times.
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