PDF(Pubmed)
Abstract：
Physical activity participation among preschoolers in childcare settings are low, and interventions to increase physical activity levels have produced mixed results. The Physical Literacy in the Early Years (PLEY) project implemented a six-month childcare-based outdoor loose parts play intervention in childcare centres in Nova Scotia, Canada. The purpose of this study was to examine the impact of the PLEY project on the development of domains of physical literacy (physical activity, physical competence, confidence and motivation, knowledge and understanding) in preschoolers attending childcare centres using mixed-methods.
Preschoolers (3-5 years) were recruited from 19 childcare centres in Nova Scotia and centres were randomized (parallel design) to the outdoor loose parts play intervention group (n = 11) or control (n = 8) group for 6 months. Participants, early childhood educators, and assessors were not blinded to group assignment. Quantitative and qualitative measures were used to comprehensively assess the impact of the PLEY project on all domains of physical literacy. At 3- and 6-months, early childhood educators participated in focus groups to assess how the intervention supported the development of 4 physical literacy domains: physical activity, physical competence, confidence and motivation, and knowledge and understanding. Physical activity and physical competence were also assessed with accelerometry and the Test of Gross Motor Development-3, respectively.
Two hundred and nine preschoolers participated in the study (intervention group: n = 115; control group: n = 94). Accelerometer data showed that while baseline physical activity was similar between groups, children in the intervention group had higher physical activity at 3- (F(1,187) = 8.30, p = 0.004) and 6-months (F(1,187) = 9.90, p = 0.002) post-intervention. There was no intervention effect on physical competence scores. Thematic analysis of focus group data revealed that outdoor loose parts play contributed to development in all 4 physical literacy domains, including increased movement repertoires, social development, and enjoyment of physical activity. No adverse events or side effects of the intervention were reported.
Participation in the PLEY project was associated with increased development of various domains of physical literacy and perceived physical literacy among preschoolers, and outdoor loose parts play may be encouraged as an effective strategy to increase physical literacy in early learning settings.
Biomed Central (ISRCTN14058106), 20/10/2017.
Preschoolers (3-5 years) were recruited from 19 childcare centres in Nova Scotia and centres were randomized (parallel design) to the outdoor loose parts play intervention group (n = 11) or control (n = 8) group for 6 months. Participants, early childhood educators, and assessors were not blinded to group assignment. Quantitative and qualitative measures were used to comprehensively assess the impact of the PLEY project on all domains of physical literacy. At 3- and 6-months, early childhood educators participated in focus groups to assess how the intervention supported the development of 4 physical literacy domains: physical activity, physical competence, confidence and motivation, and knowledge and understanding. Physical activity and physical competence were also assessed with accelerometry and the Test of Gross Motor Development-3, respectively.
Two hundred and nine preschoolers participated in the study (intervention group: n = 115; control group: n = 94). Accelerometer data showed that while baseline physical activity was similar between groups, children in the intervention group had higher physical activity at 3- (F(1,187) = 8.30, p = 0.004) and 6-months (F(1,187) = 9.90, p = 0.002) post-intervention. There was no intervention effect on physical competence scores. Thematic analysis of focus group data revealed that outdoor loose parts play contributed to development in all 4 physical literacy domains, including increased movement repertoires, social development, and enjoyment of physical activity. No adverse events or side effects of the intervention were reported.
Participation in the PLEY project was associated with increased development of various domains of physical literacy and perceived physical literacy among preschoolers, and outdoor loose parts play may be encouraged as an effective strategy to increase physical literacy in early learning settings.
Biomed Central (ISRCTN14058106), 20/10/2017.
摘要：
背景：托儿机构中学龄前儿童的体育活动参与率较低，和提高身体活动水平的干预措施产生了不同的结果。早年体育素养（PLEY）项目在新斯科舍省的托儿中心实施了为期六个月的基于托儿服务的户外松散部分游戏干预，加拿大。这项研究的目的是研究PLEY项目对身体素养领域发展的影响（身体活动，身体素质,信心和动力，知识和理解）在使用混合方法参加托儿所的学龄前儿童中。
方法：从新斯科舍省的19个托儿中心招募学龄前儿童（3-5岁），这些中心被随机（平行设计）分为室外宽松部分游戏干预组（n=11）或对照组（n=8），为期6个月。参与者,幼儿教育者，和评估人员对小组分配没有盲化。使用定量和定性措施来全面评估PLEY项目对所有体育素养领域的影响。在3个月和6个月时，幼儿教育工作者参加了焦点小组，以评估干预措施如何支持4个体育素养领域的发展：体育活动，身体素质,信心和动力，知识和理解。还分别通过加速度测量法和粗大运动发育测试-3评估了身体活动和身体能力。
结果：两百九名学龄前儿童参加了这项研究（干预组：n=115；对照组：n=94）。加速度计数据显示，虽然两组之间的基线体力活动相似，干预组儿童在干预后3个月(F(1,187)=8.30,p=0.004)和6个月(F(1,187)=9.90,p=0.002)的体力活动较多.对体能得分没有干预作用。对焦点小组数据的主题分析显示，户外松散的部分游戏有助于所有4个体育素养领域的发展，包括增加运动曲目，社会发展,享受体育活动。未报告干预的不良事件或副作用。
结论：参与PLEY项目与学龄前儿童身体素养和感知身体素养的各个领域的发展有关，和户外宽松的部分可以鼓励作为一种有效的策略，以提高早期学习环境中的体育素养。
背景：BiomedCentral（ISRCTN14058106），20/10/2017.
方法：从新斯科舍省的19个托儿中心招募学龄前儿童（3-5岁），这些中心被随机（平行设计）分为室外宽松部分游戏干预组（n=11）或对照组（n=8），为期6个月。参与者,幼儿教育者，和评估人员对小组分配没有盲化。使用定量和定性措施来全面评估PLEY项目对所有体育素养领域的影响。在3个月和6个月时，幼儿教育工作者参加了焦点小组，以评估干预措施如何支持4个体育素养领域的发展：体育活动，身体素质,信心和动力，知识和理解。还分别通过加速度测量法和粗大运动发育测试-3评估了身体活动和身体能力。
结果：两百九名学龄前儿童参加了这项研究（干预组：n=115；对照组：n=94）。加速度计数据显示，虽然两组之间的基线体力活动相似，干预组儿童在干预后3个月(F(1,187)=8.30,p=0.004)和6个月(F(1,187)=9.90,p=0.002)的体力活动较多.对体能得分没有干预作用。对焦点小组数据的主题分析显示，户外松散的部分游戏有助于所有4个体育素养领域的发展，包括增加运动曲目，社会发展,享受体育活动。未报告干预的不良事件或副作用。
结论：参与PLEY项目与学龄前儿童身体素养和感知身体素养的各个领域的发展有关，和户外宽松的部分可以鼓励作为一种有效的策略，以提高早期学习环境中的体育素养。
背景：BiomedCentral（ISRCTN14058106），20/10/2017.
