悉尼游乐场项目：一项增加身体活动、玩耍和社交技能的整群随机试验。

Sydney Playground Project: A Cluster-Randomized Trial to Increase Physical Activity, Play, and Social Skills.

作者信息

Bundy Anita, Engelen Lina, Wyver Shirley, Tranter Paul, Ragen Jo, Bauman Adrian, Baur Louise, Schiller Wendy, Simpson Judy M, Niehues Anita N, Perry Gabrielle, Jessup Glenda, Naughton Geraldine

机构信息

Department of Occupational Therapy, Colorado State University, 200 Occupational Therapy Building, 1573 Campus Delivery, Fort Collins, CO 80523-1573.

University of Sydney, School of Public Health, Charles Perkins Centre, Camperdown, NSW 2006, Australia.

出版信息

J Sch Health. 2017 Oct;87(10):751-759. doi: 10.1111/josh.12550.

DOI:10.1111/josh.12550

PMID:28876473

Abstract

BACKGROUND

We assessed the effectiveness of a simple intervention for increasing children's physical activity, play, perceived competence/social acceptance, and social skills.

METHODS

A cluster-randomized controlled trial was conducted, in which schools were the clusters. Twelve Sydney (Australia) primary schools were randomly allocated to intervention or control conditions, with 226 children (5-7 years old) selected randomly to participate. Data were collected at baseline and after 13 weeks. The intervention consisted of introducing recycled materials without an obvious play purpose into school playgrounds and a risk-reframing workshop for parents and teachers.

RESULTS

Children from the intervention schools increased physical activity and reduced sedentary time while control schools decreased physical activity and increased sedentary time. The intervention yielded increases in total accelerometer counts (β = 9350 counts, 95% CI 3490-1522, p = .002), minutes of moderate/vigorous physical activity (MVPA) (β = 1.8 min, 95% CI 0.52-3.12, p = .006), and reductions in sedentary time (β = -2.1 min, 95% CI -3.77-(-0.51), p = .01). Although the changes in time spent in play and nonplay were not statistically different (p = .08) the effect size (d = .27) indicates clinical significance.

CONCLUSIONS

This intervention was effective for increasing MVPA during recess and demonstrated capacity to improve play opportunities in school playgrounds.

摘要

背景

我们评估了一项简单干预措施对增加儿童身体活动、玩耍、感知能力/社会接纳度及社交技能的有效性。

方法

开展了一项整群随机对照试验，以学校作为整群单位。悉尼（澳大利亚）的12所小学被随机分配至干预组或对照组，随机选取226名5至7岁儿童参与试验。在基线期和13周后收集数据。干预措施包括在学校操场引入无明显玩耍目的的回收材料，以及为家长和教师举办一场风险重塑工作坊。

结果

干预组学校的儿童增加了身体活动，减少了久坐时间，而对照组学校的儿童身体活动减少，久坐时间增加。干预使总加速度计计数增加（β = 9350次计数，95%置信区间3490 - 1522，p = 0.002），中度/剧烈身体活动（MVPA）分钟数增加（β = 1.8分钟，95%置信区间0.52 - 3.12，p = 0.006），久坐时间减少（β = -2.1分钟，95%置信区间 -3.77 - (-0.51)，p = 0.01）。尽管玩耍和非玩耍时间的变化无统计学差异（p = 0.08），但效应量（d = 0.27）表明具有临床意义。