一项针对10至11岁英国儿童的基于学校的体育活动与健身干预的非等效组试点试验：为运动而生。

A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10-11 year old english children: born to move.

作者信息

Fairclough Stuart J, McGrane Bronagh, Sanders George, Taylor Sarah, Owen Michael, Curry Whitney

机构信息

Physical Activity and Health Research Group, Sport and Physical Activity Department, Edge Hill University, St Helens Road, Ormskirk, Lancs, L39 4QP, UK.

Department of Physical Education and Sports Science, University of Limerick, Limerick, Ireland.

出版信息

BMC Public Health. 2016 Aug 24;16(1):861. doi: 10.1186/s12889-016-3550-7.

DOI:10.1186/s12889-016-3550-7

PMID:27553010

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC4995637/

Abstract

BACKGROUND

PE lessons are the formal opportunity in schools for promotion of physical activity and fitness. This study aimed to evaluate the effectiveness of a pilot PE intervention on physical activity, fitness, and psychosocial outcomes.

METHODS

Participants were 139 children aged 10-11 years from four schools. For six weeks children in two schools received a twice-weekly pilot 'Born to Move' (BTM) physical activity (PA) and fitness intervention alongside one regular PE lesson. Children in the two comparison (COM) schools received their regular twice weekly PE lessons. Outcomes were lesson time and whole-day light (LPA), moderate (MPA), vigorous (VPA), and MVPA, and sedentary time, muscular fitness, cardiorespiratory fitness (CRF), and lesson-specific perceived exertion, enjoyment, and perceived competence. Outcomes were assessed at baseline (T0), midway through the intervention (T1), and at the end (T2) using ANOVAs and ANCOVAs. Intervention fidelity was measured using child and teacher surveys at T2 and analysed using Chi-square tests.

RESULTS

The BTM group engaged in moderate PA for significantly more lesson time (29.4 %) than the COM group (25.8 %; p = .009, d = .53). The amount of moderate-to-vigorous PA (MVPA) during the T1 BTM lesson contributed 14.0 % to total MVPA, which was significantly more than the COM group's T1 PE lesson (11.4 %; p < .001, d = .47). The BTM group were significantly more active during the whole-day (p < .05) and the school-day (p < .01). In both groups push-up test performance increased (p < .001) and CRF test performance decreased (p < .01). Perceived exertion, enjoyment, and perceived competence increased in both groups (p < .05), but the BTM group rated their enjoyment of the T1 BTM lesson higher than the COM group rated their PE lesson (p = .02, d = .56). The children's and teachers' responses to the intervention indicated that the delivery aims of enjoyment, engagement, inclusivity, and challenge were satisfied.

CONCLUSIONS

The BTM pilot programme has potential to positively impact on physical activity, fitness, and psychosocial outcomes. Further, BTM was enjoyed by the children, and valued by the teachers. This study can inform the design of a modified larger-scale cluster RCT evaluation.

摘要

背景

体育课是学校中促进身体活动和健康的正式机会。本研究旨在评估一项体育课试点干预对身体活动、健康状况和心理社会结果的有效性。

方法

参与者为来自四所学校的139名10至11岁的儿童。在六周的时间里，两所学校的儿童除了每周一节常规体育课之外，还接受了每周两次的试点“动出精彩”（BTM）身体活动（PA）和健康干预。两所对照（COM）学校的儿童接受每周两次的常规体育课。结果指标包括上课时间以及全天的轻度（LPA）、中度（MPA）、剧烈（VPA）和中等至剧烈身体活动（MVPA），还有久坐时间、肌肉力量、心肺适能（CRF）以及特定课程的主观用力程度、愉悦感和自我效能感。在基线期（T0）、干预中期（T1）和结束时（T2）使用方差分析和协方差分析对结果进行评估。在T2使用儿童和教师调查问卷测量干预保真度，并使用卡方检验进行分析。

结果

BTM组在上课时间内进行中度PA的比例（29.4%）显著高于COM组（25.8%；p = 0.009，d = 0.53）。T1阶段BTM课程中的中度至剧烈身体活动（MVPA）量占总MVPA的14.0%，显著高于COM组T1阶段的体育课（11.4%；p < 0.001，d = 0.47）。BTM组在全天（p < 0.05）和上学日（p < 0.01）的活动量显著更高。两组的俯卧撑测试成绩均有所提高（p < 0.001），CRF测试成绩均有所下降（p < 0.01）。两组的主观用力程度、愉悦感和自我效能感均有所提高（p < 0.05），但BTM组对T1阶段BTM课程的愉悦感评分高于COM组对其体育课的评分（p = 0.02，d = 0.56）。儿童和教师对干预的反馈表明，干预在实现愉悦感、参与度、包容性和挑战性方面的目标得到了满足。