Hoffman Jessica A, Schmidt Ellyn M, Castaneda-Sceppa Carmen, Hillman Charles H
Department of Applied Psychology, Northeastern University, 360 Huntington Ave., Boston, MA, USA.
Department of Health Sciences, Northeastern University, 360 Huntington Ave., Boston, MA, USA.
Prev Med Rep. 2019 Jan 9;13:214-217. doi: 10.1016/j.pmedr.2019.01.003. eCollection 2019 Mar.
This article describes the Wellness Enhancing Physical Activity in Young Children (WE PLAY) teacher training, which was designed to assist early childhood educators to promote physical activity among preschoolers in child care. We describe the WE PLAY intervention and its grounding in constructs from theories of health behavior and an implementation science framework. Fidelity, feasibility, and acceptability data from the WE PLAY pilot study, a cluster randomized controlled trial (RCT) with six Head Start programs in Massachusetts. Data, collected between October 2017-May 2018, are from teachers and supervisors at 3 preschool programs who participated in the WE PLAY (intervention) group. To understand program feasibility and acceptability, we used the Usage Rating Profile-Intervention (URP-I; n = 13) and key informant interviews (n = 5). The URP-I is a validated teacher survey with 6 subscales (Acceptability, Understanding, Feasibility, Family-School Collaboration, Systems Climate, and Systems Support). It was administered twice; immediately after users completed the first component, an online training (week 2), and after implementation of all program components (week 4). WE PLAY was implemented as it was intended, and it was considered acceptable and feasible to users. There was an increase in users' understanding of how to implement the program between weeks 2 and 4, and a concomitant decrease in the amount of additional systems-level supports users thought they would need to implement WE PLAY between weeks 2 and 4. WE PLAY was easily understandable and feasible to implement in real world settings, it was highly acceptable to users, and it deserves further testing.
本文介绍了幼儿健康增强身体活动（WE PLAY）教师培训，该培训旨在帮助幼儿教育工作者在儿童保育机构中促进学龄前儿童的身体活动。我们描述了WE PLAY干预措施及其在健康行为理论和实施科学框架中的构建基础。来自WE PLAY试点研究的保真度、可行性和可接受性数据，这是一项针对马萨诸塞州六个“启智计划”项目的整群随机对照试验（RCT）。2017年10月至2018年5月期间收集的数据来自参与WE PLAY（干预）组的3个学前教育项目的教师和管理人员。为了解项目的可行性和可接受性，我们使用了干预使用评分概况（URP-I；n = 13）和关键 informant 访谈（n = 5）。URP-I是一项经过验证的教师调查问卷，有6个分量表（可接受性、理解、可行性、家校合作、系统氛围和系统支持）。该问卷进行了两次调查；在用户完成第一个组成部分（在线培训，第2周）后立即进行，以及在所有项目组成部分实施后（第4周）进行。WE PLAY按计划实施，用户认为其可接受且可行。在第2周和第4周之间，用户对如何实施该项目的理解有所增加，同时在第2周和第4周之间，用户认为实施WE PLAY所需的额外系统层面支持的数量相应减少。WE PLAY在现实环境中易于理解且可行，用户高度接受，值得进一步测试。
