Clinical trial NCT04394312: Parent PLAYSHOP: A Physical Literacy Training Workshop for Parents
Official title: Parent PLAYSHOP: A Physical Literacy Training Workshop for Parents
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Motor Activity
Parent-Child Relations
Keywords: Questionnaires
Interviews, Telephone
Lead sponsor: University of Alberta
Sponsor class: OTHER
Collaborators: name: University of Victoria
First posted: 2020-05-19
Enrollment: 89
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: NON_RANDOMIZED
Intervention model: PARALLEL
Intervention model description: Participants are assigned to the intervention group or control group.
Primary purpose: OTHER

Brief summary: The objective of this research is to 1) determine the impact of a physical literacy training workshop for parents of preschool children (3-5 years) on their knowledge and confidence levels in regards to engaging in meaningful physical activity with their child(ren) in order to promote physical literacy. 2) Evaluate workshop reach and implementation facilitators and barriers.

In this pilot study, interested participants will be randomized into the intervention group or the wait-list control group. Participants will complete two brief surveys regarding their knowledge and confidence in doing physically activities with their children. The intervention group will receive a 75 minute physical literacy workshop at baseline, and complete a 2 month follow-up interview. The wait-list control group will receive the workshop after questionnaires have been completed.

Statistical analysis will be conducted to compare change in knowledge and confidence levels in between intervention and control groups. Findings will contribute to promoting and improving parental confidence in providing opportunities for children to develop their physical literacy and advance future research regarding physical activity promotion for children.

Detailed description: Purpose/objective: 1)Determine if a physical literacy training workshop can increase parental knowledge, confidence levels, and improve parenting practices related to engaging in play with their preschool child(ren) that facilitates the development of physical literacy. 2) Evaluate workshop reach and implementation facilitators and barriers.

Hypothesis: 1)Parents in the intervention group will have a larger increase in parental knowledge and confidence levels in regards to engaging in meaningful play with their preschool child(ren) than parents in the control group. 2) Parents will report satisfaction with the implementation and that they changed parenting practices related to physical activity at the 2 month follow-up.

Justification: Preschoolers are typically at a development stage where they are beginning to possess a unique set of motor skills that allow them to engage in a wider range of physical activities. Parents have been identified as a key gatekeeper for physical activity in children.

Research method: This pilot study is a Type 1 Hybrid Effectiveness Trial, where an intervention is tested while also gathering information on the effectiveness and potential for real world use (Curran et al., 2012). Approximately, 100 participants will be randomized into an intervention group or a wait-list control group across two Canadian data collection sites: Edmonton, Alberta and Victoria, British Columbia. Participants in the intervention group will receive a 75 minute physical literacy workshop in their community (e.g. community recreation centre, local school, family resource centre) at baseline, where their preschool child is encouraged to attend and participate. The workshop will provide parents with physical literacy training including modifications for the home setting.The overall aim of the workshop is to support parents in engaging in play with their child that facilitates the development of physical literacy. The program was designed using Bandura's social cognitive theory (Bandura, 1986) with a specific emphasis on parent's self-efficacy and related intervention change techniques described using the Behavior Change Wheel (BCW; a synthesis of 19 behavior change frameworks). To address the 1st objective, the intervention group will complete a brief pre-workshop questionnaire, post-workshop questionnaire, and a follow-up interview approximately 2 months after the workshop. At the end of the workshop, parents will take home a goody bag with basic and inexpensive play equipment/resources. In between the workshop and the 2 month follow-up, they will receive at least two booster e-mails/texts with play ideas. The wait-list control group will complete the two questionnaires online (approximately 1 week apart) around the same time as the intervention group and receive the workshop at a later date. The control group will also receive the goody bag. To address the 2nd objective, parents will report their satisfaction and facilitators and barriers to implementing activities and research staff/partners that delivered the workshops will be invited to be interviewed at the end of the study in order to evaluate reach and implementation facilitators and barriers .

Plan for data analysis: Repeated measures ANOVA and/or linear mixed models will be used to compare change in knowledge and confidence levels between intervention and wait-list control groups (Objective 1). Thematic analysis will be used to analyze parent's satisfaction and changes in parenting practices reported in the 2 month follow-up interview (Objective 1). Thematic analysis will also be used to evaluate the reach and implementation facilitators and barriers reported by parents and research staff/partners (Objective 2).

Eligibility criteria: Inclusion Criteria:

* Parents with a pre-school aged child (3-5 years old)

Exclusion Criteria:

* Parents that are not comfortable speaking and reading English

Primary outcomes:
measure: Changes in parental knowledge, confidence, and intention in engaging in purposeful play with their preschool child(ren) that builds physical literacy.
timeFrame: Before and immediately after the 75 minute workshop
measure: Changes in parenting practices regarding engagement in purposeful play.
timeFrame: Approximately 2 months after attending the workshop
Secondary outcomes:
measure: Parental satisfaction and implementation barriers and facilitators.
timeFrame: Approximately 2 months after attending the workshop
measure: Intervention reach and workshop implementation barriers and facilitators.
timeFrame: After study completion, approximately 6 months from start of project
Other outcomes:
Locations:
city: Edmonton
country: Canada
facility: University of Alberta, Van Vliet Complex
state: Alberta
city: Victoria
country: Canada
facility: University of Victoria, McKinnon Building
state: British Columbia
Study officials:
affiliation: University of Alberta
name: Valerie L Carson, PhD
role: PRINCIPAL_INVESTIGATOR
affiliation: University of Victoria
name: Patti-Jean Naylor, PhD
role: PRINCIPAL_INVESTIGATOR
References:
citation: Curran GM, Bauer M, Mittman B, Pyne JM, Stetler C. Effectiveness-implementation hybrid designs: combining elements of clinical effectiveness and implementation research to enhance public health impact. Med Care. 2012 Mar;50(3):217-26. doi: 10.1097/MLR.0b013e3182408812.
citation: Bandura A. Social foundations of thought and action. Englewood Cliffs, NJ, 1986.
citation: Lane C, Naylor PJ, Predy M, Kurtzhals M, Rhodes RE, Morton K, Hunter S, Carson V. Exploring a parent-focused physical literacy intervention for early childhood: a pragmatic controlled trial of the PLAYshop. BMC Public Health. 2022 Apr 5;22(1):659. doi: 10.1186/s12889-022-13048-5.