Department of Health, Kinesiology and Recreation, University of Utah, Salt Lake City, UT 84112, USA.
School of Kinesiology, University of British Columbia, Vancouver, BC V6T 1Z4, Canada.
Int J Environ Res Public Health. 2018 Aug 23;15(9):1821. doi: 10.3390/ijerph15091821.
The purpose of this pilot study was to evaluate the feasibility and the effectiveness of an intervention that employed a technology-based physical activity (PA) monitoring system and teacher-regulated strategies to promote PA in preschoolers. A total of 93 preschoolers (53% girls, 4.7 years) from 5 child care centers were recruited for a one-week intervention and randomly assigned into control (2 centers, n = 45) or intervention (3 centers, n = 48) group. Key intervention components included: (1) wearable device-based, real-time monitoring of children's PA by classroom teachers and (2) teacher-regulated strategies for providing more opportunities for PA. Sedentary behavior (SED) and PA were measured using accelerometers. Overall, children in the intervention group showed significantly lower level of SED (31.6 vs. 33.6 min/h) and higher level of total PA (28.4 vs. 26.4 min/h) than children in the control group, after adjusting for age, sex, race, parent education level, parent perception of their child's PA, BMI, and childcare centers. Teachers in the intervention group reported that the intervention was highly feasible to be implemented in their current classroom settings. In conclusion, we observed high acceptability and initial effectiveness of the current intervention. Subsequent research at larger-scale is warranted to fully evaluate the effectiveness of the intervention strategies tested in this study.
本研究旨在评估一项采用基于技术的身体活动 (PA) 监测系统和教师调节策略来促进学龄前儿童 PA 的干预措施的可行性和效果。共有 93 名来自 5 个儿童保育中心的学龄前儿童（53%为女孩，年龄为 4.7 岁）参与了为期一周的干预，并随机分为对照组（2 个中心，n = 45）或干预组（3 个中心，n = 48）。主要干预措施包括：（1）课堂教师使用基于可穿戴设备的实时监测儿童 PA；（2）教师调节策略以提供更多的 PA 机会。使用加速度计测量久坐行为 (SED) 和 PA。总体而言，调整年龄、性别、种族、父母受教育程度、父母对孩子 PA 的看法、BMI 和儿童保育中心后，干预组儿童的 SED（31.6 比 33.6 分钟/小时）水平明显低于对照组，PA（28.4 比 26.4 分钟/小时）水平明显高于对照组。干预组教师报告称，该干预措施在他们当前的课堂环境中具有高度可行性。总之，我们观察到该干预措施具有较高的可接受性和初步效果。需要进行更大规模的后续研究，以全面评估本研究中测试的干预策略的效果。
