一项增加儿童身体活动的干预措施：一项针对幼儿园4岁儿童的随机对照试验。
An Intervention to Increase Physical Activity in Children: A Randomized Controlled Trial With 4-Year-Olds in Preschools.
作者信息
Pate Russell R, Brown William H, Pfeiffer Karin A, Howie Erin K, Saunders Ruth P, Addy Cheryl L, Dowda Marsha
机构信息
Department of Exercise Science, Arnold School of Public Health, University of South Carolina, Columbia, South Carolina.
Department of Educational Studies, College of Education, University of South Carolina, Columbia, South Carolina.
出版信息
Am J Prev Med. 2016 Jul;51(1):12-22. doi: 10.1016/j.amepre.2015.12.003. Epub 2016 Jan 20.
INTRODUCTION
A majority of preschool-aged children spend a significant portion of every weekday in a preschool or child care setting, where they typically participate in limited physical activity. This study determined if an ecologic physical activity intervention in preschools increases children's moderate- to vigorous-intensity physical activity (MVPA).
DESIGN
RCT, with preschool as the unit of randomization and analysis. Child physical activity was measured by accelerometry. Mixed model analysis of covariance with preschool as a random variable was used to test the effects of the intervention on physical activity in the total group and in sex-specific subgroups. Data were collected in 2008-2010 and analyzed in 2012-2014.
SETTING/PARTICIPANTS: Children in 4-year-olds' classrooms in 16 preschools, pair matched and assigned to intervention or control groups.
INTERVENTION
The intervention focused on increasing children's physical activity by changing instructional practices. Researchers trained preschool teachers to engage children in physical activity during (1) structured, teacher-led physical activity opportunities in the classroom; (2) structured and unstructured physical activity opportunities at recess; and (3) physical activity integrated into pre-academic lessons. Research staff encouraged teachers to adapt the intervention to their classrooms.
MAIN OUTCOME MEASURES
Minutes/hour of MVPA during the preschool day.
RESULTS
In an analytic sample of 379 children (188 intervention, 191 control), those in the intervention schools engaged in significantly more MVPA than children in control schools (7.4 and 6.6 minutes/hour, respectively). This difference remained significant after adjusting for parent education and length of the school day (half versus full day). In the sex-specific analyses, the difference was significant for girls (6.8 vs 6.1 minutes/hour of MVPA, respectively) but not for boys (7.9 vs 7.2 minutes/hour, respectively).
CONCLUSIONS
A flexible ecologic physical activity intervention that trains teachers to provide children with opportunities to be active throughout the school day increased MVPA in preschool children.
引言
大多数学龄前儿童在每个工作日的大部分时间都在幼儿园或儿童保育机构，在那里他们通常进行有限的体育活动。本研究确定在幼儿园进行的生态体育活动干预是否能增加儿童的中等到高强度体育活动（MVPA）。
设计
随机对照试验，以幼儿园作为随机化和分析单位。通过加速度计测量儿童的体育活动。以幼儿园为随机变量的协方差混合模型分析用于测试干预对总组及按性别划分的亚组体育活动的影响。数据于2008 - 2010年收集，并于2012 - 2014年进行分析。
设置/参与者：16所幼儿园中4岁儿童班级的儿童，配对后分为干预组或对照组。
干预
干预重点是通过改变教学实践来增加儿童的体育活动。研究人员培训幼儿园教师，使儿童在以下活动中进行体育活动：（1）课堂上由教师主导的结构化体育活动机会；（2）课间休息时的结构化和非结构化体育活动机会；（3）融入学前课程的体育活动。研究人员鼓励教师根据自己的课堂情况调整干预措施。
主要观察指标
幼儿园期间每小时的MVPA分钟数。
结果
在379名儿童（188名干预组，191名对照组）的分析样本中，干预学校的儿童比对照学校的儿童进行了显著更多的MVPA（分别为7.4分钟/小时和6.6分钟/小时）。在调整了家长教育程度和在校时长（半天制与全日制）后，这种差异仍然显著。在按性别进行的分析中，女孩的差异显著（分别为6.8分钟/小时和6.1分钟/小时的MVPA），但男孩的差异不显著（分别为7.9分钟/小时和7.2分钟/小时）。
结论
一种灵活的生态体育活动干预措施，培训教师为儿童提供在整个上学日进行体育活动的机会，增加了学龄前儿童的MVPA。
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