Li Ming Hui, Rudd James, Chow Jia Yi, Sit Cindy Hui Ping, Wong Stephen Heung Sang, Sum Raymond Kim Wai
Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China.
Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway.
Sports Med Open. 2022 Apr 18;8(1):55. doi: 10.1186/s40798-022-00448-5.
The concept of physical literacy (PL) has been advocated as the need to create environments fostering sustainable engagement in PA. This study adopted ecological approach to evaluate the effectiveness of a blended PL intervention embedded into the school day to support children's PA and health.
Designed as a three-arm randomized controlled trial, a total of 79 participants (59.5% girls) were randomly assigned to: the "Quantity + Quality" blended PL group combining sit-stand desks and play-based recess (SSPlay), the "Quality" group with play-based recess only (Play) or the control group. The intervention lasted for 13 weeks, and all the variables were collected at baseline, post-intervention and 3-month follow-up.
SSPlay and Play group significantly improved on two of the embodied PL domains, Physical Competence (- 2.96 vs - 5.15, p < 0.05) and Knowledge and Understanding (- 2.35 vs - 2.00, p < 0.05), total errors of cognitive flexibility (24.00 vs 12.92, p < 0.05), and this difference was maintained at follow-up (p < 0.05). Whilst there was no interaction effect between groups, and time effects were found for PA and planning from baseline to post-intervention.
This was the first to adopt an ecological approach as an innovative strategy to provide the emergence of PA for children in Hong Kong. The blended intervention design that embedded both quantity and quality of PA into children's school day has shown promise in supporting children's all round development. PL intervention where environments are designed to increase the "Quantity + Quality" of children's everyday interactions has led to improvements in PA and health outcomes, which may provide insights for future studies to adopt cost-friendly and feasible measures for promoting children's PA in the school settings.
ChiCTR, ChiCTR2000035038. Registered 29 July 2020-Retrospectively registered. http://www.chictr.org.cn/hvshowproject.aspx?id=46038 .
身体素质（PL）的概念被倡导为创造促进可持续参与体育活动（PA）环境的必要条件。本研究采用生态学方法评估融入学校日常活动的混合式PL干预措施对支持儿童体育活动和健康的有效性。
本研究设计为三臂随机对照试验，共79名参与者（59.5%为女孩）被随机分配到：将升降桌和课间游戏相结合的“量+质”混合式PL组（SSPlay）、仅进行课间游戏的“质”组（Play）或对照组。干预持续13周，所有变量在基线、干预后和3个月随访时收集。
SSPlay组和Play组在两个体现PL的领域有显著改善，即身体能力（-2.96对-5.15，p<0.05）和知识与理解（-2.35对-2.00，p<0.05）、认知灵活性的总错误数（24.00对12.92，p<0.05），且这种差异在随访时得以维持（p<0.05）。虽然组间没有交互作用，但从基线到干预后，体育活动和计划方面存在时间效应。
本研究首次采用生态学方法作为创新策略，为香港儿童提供体育活动机会。将体育活动的量和质都融入儿童学校日常活动的混合式干预设计，在支持儿童全面发展方面显示出前景。设计环境以增加儿童日常互动的“量+质”的PL干预，已导致体育活动和健康结果得到改善，这可能为未来研究提供见解，以便在学校环境中采取经济实惠且可行的措施来促进儿童的体育活动。
中国临床试验注册中心，ChiCTR2000035038。2020年7月29日注册——追溯注册。http://www.chictr.org.cn/hvshowproject.aspx?id=46038 。
