体育活动干预对学龄前儿童的影响。

Effects of a Physical Activity Intervention in Preschool Children.

作者信息

Roth Kristina, Kriemler Susi, Lehmacher Walter, Ruf Katharina C, Graf Christine, Hebestreit Helge

机构信息

1University Children's Hospital, Julius-Maximilians-Universität Würzburg, Würzburg, GERMANY; 2Department of Epidemiology, Biostatistics and Prevention Institute, University of Zürich, Zürich, SWITZERLAND; 3Institute of Medical Statistics, Informatics and Epidemiology, German Sport University Cologne, Cologne, GERMANY; and 4Department of Physical Activity and Health Promotion, Institute of Theory and Practice of Training and Movement, German Sport University Cologne, Cologne, GERMANY.

出版信息

Med Sci Sports Exerc. 2015 Dec;47(12):2542-51. doi: 10.1249/MSS.0000000000000703.

DOI:10.1249/MSS.0000000000000703

PMID:25970667

Abstract

PURPOSE

This study aimed to evaluate a multicomponent, child-appropriate preschool intervention program led by preschool teachers to enhance physical activity (PA) and motor skill performance (MS) in 4- and 5-yr-old children.

METHODS

Evaluation involved 709 children (mean age, 4.7 ± 0.6 yr; 49.5% girls) from 41 preschools (intervention group, n = 21; control group, n = 20) in the rural and urban surroundings of two German cities. Children in the intervention group received a daily PA intervention lasting 30 min and PA homework over one academic year, which was designed by professionals but led by preschool teachers. The intervention included educational components for parents and teachers. Primary outcomes were MS (composite MS score) and objectively measured moderate-to-vigorous PA (MVPA) by accelerometry. Measurements were performed at baseline, midintervention, and postintervention as well as 2-4 months after the end of intervention. Intervention effects were analyzed by repeated measurement analysis adjusted for group, sex, age, baseline outcomes, urban/rural location of the preschool, and cluster (preschool).

RESULTS

Compared with controls, children in the intervention group showed positive effects in MS at postintervention (estimate effect, 0.625 z-score points; 95% confidence interval (CI), 0.276-0.975; P = 0.001) and at follow-up (estimate effect, 0.590 z-score points; 95% CI, 0.109-1.011; P = 0.007) and an increase in MVPA from baseline to postintervention by 0.5% of total wearing time (95% CI, 0.002%-1.01%; P = 0.049) at borderline significance. There was no benefit on MVPA for the intervention group between baseline and follow-up.

CONCLUSIONS

A child-appropriate, multidimensional PA intervention could sustainably improve MS but not PA. Findings suggest that a change in health-related behaviors is difficult. Future research should implement participatory intervention components in preschool setting and better integrate the families of the children.

摘要

目的

本研究旨在评估一项由幼儿园教师主导的、适合儿童的多成分学前干预项目，以提高4岁和5岁儿童的身体活动（PA）和运动技能表现（MS）。

方法

评估涉及来自德国两个城市城乡地区41所幼儿园的709名儿童（平均年龄4.7±0.6岁；49.5%为女孩）（干预组，n = 21；对照组，n = 20）。干预组儿童在一学年内每天接受30分钟的PA干预及PA家庭作业，该干预由专业人员设计但由幼儿园教师主导。干预包括针对家长和教师的教育内容。主要结局指标为MS（综合MS评分）以及通过加速度计客观测量的中度至剧烈身体活动（MVPA）。在基线、干预中期、干预后以及干预结束后2 - 4个月进行测量。通过对组、性别、年龄、基线结局、幼儿园的城乡位置以及聚类（幼儿园）进行调整的重复测量分析来分析干预效果。

结果

与对照组相比，干预组儿童在干预后（估计效应，0.625个z分数点；95%置信区间（CI），0.276 - 0.975；P = 0.001）和随访时（估计效应，0.590个z分数点；95% CI，0.109 - 1.011；P = 0.007）的MS表现出积极效果，并且从基线到干预后MVPA占总佩戴时间的比例增加了0.5%（95% CI，0.002% - 1.01%；P = 0.049），具有边缘显著性。干预组在基线和随访之间的MVPA没有受益。