Aadland Eivind, Tjomsland Hege Eikeland, Johannessen Kjersti, Nilsen Ada Kristine Ofrim, Resaland Geir Kåre, Glosvik Øyvind, Lykkebø Osvald, Stokke Rasmus, Andersen Lars Bo, Anderssen Sigmund Alfred, Pfeiffer Karin Allor, Tomporowski Phillip D, Størksen Ingunn, Bartholomew John B, Ommundsen Yngvar, Howard Steven James, Okely Anthony D, Aadland Katrine Nyvoll
Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway.
Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway.
Front Psychol. 2020 Jul 3;11:1382. doi: 10.3389/fpsyg.2020.01382. eCollection 2020.
There is a dearth of high-quality evidence on effective, sustainable, and scalable interventions to increase physical activity (PA) and concomitant outcomes in preschoolers. Specifically, there is a need to better understand how the preschool context can be used to increase various types of physically active play to promote holistic child development. The implementation of such interventions requires highly competent preschool staffs, however, the competence in promoting PA is often low. The main aim of the ACTNOW study is therefore to investigate the effects of professional development for preschool staffs on child PA and developmental outcomes.
The study will be conducted in Norway 2019-2022 and is designed as a two-arm (intervention, control) cluster randomized controlled trial (RCT) with 7- and 18-months follow-ups. We aim to recruit 60 preschools and 1,200 3- to 5-years-old children to provide sufficient power to detect effect sizes (ESs) between 0.20 and 0.30. The intervention is nested within two levels: the preschool and the child. Central to the ACTNOW intervention are opportunities for children to engage in a variety of "enriched," meaningful, and enjoyable physically active play that supports the development of the whole child. To this end, the main intervention is a 7-month professional development/education module for preschool staff, aimed to provide them with the necessary capacity to deliver four core PA components to the children (moderate-to-vigorous PA, motor-challenging PA, cognitively engaging play, and physically active learning). We will include a range of child-level outcomes, including PA, physical fitness, adiposity, motor skills, socioemotional health, self-regulation, executive function, and learning. At the preschool level, we will describe implementation and adaptation processes using quantitative and qualitative data.
Professional development of staff and a whole-child approach that integrates PA with cognitively engaging play and learning activities in the preschool setting may provide a feasible vehicle to enhance both physical and cognitive development in young children. ACTNOW is designed to test this hypothesis to provide a sustainable way to build human capital and provide an early solution to lifelong public health and developmental challenges.
www.ClinicalTrials.gov identifier NCT04048967.
关于有效、可持续且可扩展的干预措施以增加学龄前儿童身体活动（PA）及相关结果，高质量证据匮乏。具体而言，需要更好地理解如何利用学前教育环境来增加各类身体活跃游戏，以促进儿童全面发展。然而，实施此类干预措施需要高素质的学前教育工作人员，而促进身体活动方面的能力往往较低。因此，“立即行动”（ACTNOW）研究的主要目的是调查针对学前教育工作人员的专业发展对儿童身体活动及发展结果的影响。
该研究将于2019年至2022年在挪威进行，设计为双臂（干预组、对照组）整群随机对照试验（RCT），并进行7个月和18个月的随访。我们的目标是招募60所学前班和1200名3至5岁儿童，以提供足够的效力来检测0.20至0.30之间的效应量（ESs）。干预措施嵌套在两个层面：学前班层面和儿童层面。“立即行动”干预措施的核心是为儿童提供参与各种“丰富”、有意义且有趣的身体活跃游戏的机会，以支持儿童的全面发展。为此，主要干预措施是为学前教育工作人员提供一个为期7个月的专业发展/教育模块，旨在使他们有能力向儿童提供四个核心身体活动组成部分（中度至剧烈身体活动、具有运动挑战性的身体活动、认知参与性游戏和身体活跃学习）。我们将纳入一系列儿童层面的结果，包括身体活动、身体素质、肥胖、运动技能、社会情感健康、自我调节、执行功能和学习。在学前班层面，我们将使用定量和定性数据描述实施和调整过程。
工作人员的专业发展以及在学前教育环境中将身体活动与认知参与性游戏和学习活动相结合的全儿童方法，可能为促进幼儿身体和认知发展提供一种可行的途径。“立即行动”旨在检验这一假设，以提供一种可持续的方式来建设人力资本，并为终身公共卫生和发展挑战提供早期解决方案。
