Clinical trial NCT05255250: PLAYshop: A Parent-focused Physical Literacy Intervention for Early Childhood
Official title: PLAYshop: A Parent-focused Physical Literacy Intervention for Early Childhood
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Motor Activity
Parent-Child Relations
Child Development
Keywords: Questionnaires
Interviews
Fundamental movement skill assessments
Accelerometers
Lead sponsor: University of Alberta
Sponsor class: OTHER
Collaborators: name: University of Victoria
name: Women and Children's Health Research Institute (WCHRI)
First posted: 2022-02-24
Enrollment: 130
Sex: ALL
Minimum age (years): 3
Maximum age (years): 5
Standard ages: CHILD
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: All participants will complete baseline measures and then be randomly assigned to group 1 (intervention) or group 2 (control), in a computer generated1:1 sequence.
Primary purpose: OTHER

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.

Eligibility criteria: Inclusion Criteria:

* Children aged 3-5 years and their parents
* Living in non-rural areas of Alberta or British Columbia, Canada as defined by Statistics Canada

Exclusion Criteria:

* 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.

Primary outcomes:
measure: Change in children's physical literacy (fundamental movement skills)
timeFrame: Baseline and 2 month follow-up
measure: Change in children's physical literacy (motivation and enjoyment; parental report)
timeFrame: Baseline and 2 month follow-up
measure: Change in children's physical literacy (enjoyment; child report)
timeFrame: Baseline and 2 month follow-up
Secondary outcomes:
measure: Change in children's physical activity
timeFrame: Baseline and 2 month follow-up
measure: Change in parent-child co-participation in physical activity (accelerometer)
timeFrame: Baseline and 2 month follow-up
measure: Change in parent-child co-participation in physical activity (questionnaire)
timeFrame: Baseline and 2 month follow-up
measure: Change in parental physical activity modelling
timeFrame: Baseline and 2 month follow-up
Other outcomes:
measure: Change in parents' capability to support preschool-aged children's physical literacy development
timeFrame: Baseline (all), immediately after workshop, approximately 1-2 weeks after baseline (intervention), one week after baseline (control), 2-month follow-up (all)
measure: Change in parents' motivation to support preschool-aged children's physical literacy development
timeFrame: Baseline (all), immediately after workshop, approximately 1-2 weeks after baseline (intervention), one week after baseline (control), 2-month follow-up (all)
measure: Change in parents' opportunity to support preschool-aged children's physical literacy development
timeFrame: Baseline (all), immediately after workshop, approximately 1-2 weeks after baseline (intervention), one week after baseline (control), 2-month follow-up (all)
measure: Implementation: satisfaction and perceived usefulness (questionnaire)
timeFrame: Intervention group: Immediately after the workshop
measure: Implementation: satisfaction and perceived usefulness (parental interview)
timeFrame: Intervention group: 2-month follow-up
measure: Implementation: facilitators and barriers (parental interview)
timeFrame: Intervention group: 2-month follow-up
measure: Implementation: facilitators and barriers (workshop leader interview)
timeFrame: At study completion, approximately 1 year from first workshop.
measure: Implementation: dose (parental interview)
timeFrame: Intervention group: 2-month follow-up
measure: Implementation: dose (app check-in questions)
timeFrame: Intervention group: Bi-weekly after workshop (i.e., 1, 3, 5, and 7 weeks)
measure: Implementation: dose (app usage data)
timeFrame: Intervention group: 2-month follow-up
Locations:
city: Edmonton
country: Canada
facility: Kinesiology, Sport, and Recreation
state: Alberta
Study officials:
affiliation: University of Alberta
name: Valerie Carson, PhD
role: PRINCIPAL_INVESTIGATOR
affiliation: University of Victoria
name: Patti-Jean Naylor, PhD
role: PRINCIPAL_INVESTIGATOR
affiliation: University of Victoria
name: Ryan Rhodes, PhD
role: PRINCIPAL_INVESTIGATOR
affiliation: University of Victoria
name: Sam Liu, PhD
role: PRINCIPAL_INVESTIGATOR
References:
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citation: Heitzler CD, Martin SL, Duke J, Huhman M. Correlates of physical activity in a national sample of children aged 9-13 years. Prev Med. 2006 Apr;42(4):254-60. doi: 10.1016/j.ypmed.2006.01.010. Epub 2006 Feb 20.
citation: Hall, L., Hume, C., & Tazzyman, S. (2016). Five Degrees of Happiness: Effective Smiley Face Likert Scales for Evaluating with Children. In Proceedings of the The 15th International Conference on Interaction Design and Children (311-321). ACM.
citation: Cairney J, Clark HJ, James ME, Mitchell D, Dudley DA, Kriellaars D. The Preschool Physical Literacy Assessment Tool: Testing a New Physical Literacy Tool for the Early Years. Front Pediatr. 2018 Jun 7;6:138. doi: 10.3389/fped.2018.00138. eCollection 2018.
citation: Davison KK, Li K, Baskin ML, Cox T, Affuso O. Measuring parental support for children's physical activity in white and African American parents: the Activity Support Scale for Multiple Groups (ACTS-MG). Prev Med. 2011 Jan;52(1):39-43. doi: 10.1016/j.ypmed.2010.11.008. Epub 2010 Nov 25.