Hwang Yeongho, Boyd Madison, Naylor Patti-Jean, Rhodes Ryan E, Liu Sam, Moldenhauer Ramiah, Li Joshua, Wright Chris, Buckler E Jean, Carson Valerie
Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, AB T6G 2H9, Canada.
School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, BC V8W 2Y2, Canada.
Children (Basel). 2023 Apr 13;10(4):720. doi: 10.3390/children10040720.
The PLAYshop program is a parent-focused physical literacy intervention for early childhood. This single-group mixed-methods pilot study aimed to explore the feasibility of virtually delivering and assessing the PLAYshop program. The virtual PLAYshop program included a virtual workshop, resources/basic equipment, and two booster emails (3-week and 6-week follow-up). Data on 34 preschool-aged children (3-5 years) and their parents from Edmonton and Victoria, Canada, were collected via an online questionnaire, virtual assessment session, and interview at single or multiple time points (baseline, post-workshop, 2-month follow-up). Intraclass correlation coefficients (ICCs), paired -tests, repeated measures ANOVAs, and thematic analyses were conducted. Regarding feasibility, most parents (≥94%) were satisfied/extremely satisfied with the virtual workshop and planned to continue physical literacy activities post-workshop. The virtual assessment protocol for children's fundamental movement skills (FMS; overhand throw, underhand throw, horizontal jump, hop, one-leg balance) was feasible, with high completion rates (>90%) and reliable scoring (ICC = 0.79-0.99). For positive changes in potential outcomes, a medium effect size was observed for children's hopping skills ( = 0.54), and large effect sizes were observed for several parental outcomes (partial = 0.20-0.54). The findings support the feasibility and potential positive outcomes of the virtual PLAYshop program. A larger randomized controlled efficacy trial is recommended.
“PLAYshop 项目”是一项针对幼儿期以家长为重点的身体素养干预项目。这项单组混合方法试点研究旨在探索以虚拟方式开展和评估“PLAYshop 项目”的可行性。虚拟“PLAYshop 项目”包括一个虚拟工作坊、资源/基本设备以及两封强化邮件（3 周和 6 周随访）。通过在线问卷、虚拟评估环节以及在一个或多个时间点（基线、工作坊后、2 个月随访）进行的访谈，收集了来自加拿大埃德蒙顿和维多利亚的 34 名学龄前儿童（3 - 5 岁）及其家长的数据。进行了组内相关系数（ICC）、配对 t 检验、重复测量方差分析以及主题分析。关于可行性，大多数家长（≥94%）对虚拟工作坊感到满意/极其满意，并计划在工作坊后继续开展身体素养活动。针对儿童基本运动技能（FMS；过头投掷、下手投掷、横向跳跃、单脚跳、单腿平衡）的虚拟评估方案是可行的，完成率高（>90%）且评分可靠（ICC = 0.79 - 0.99）。对于潜在结果的积极变化，观察到儿童单脚跳技能的效应量中等（Cohen's d = 0.54），并且在几个家长相关结果方面观察到效应量较大（部分 Cohen's d = 0.20 - 0.54）。研究结果支持了虚拟“PLAYshop 项目”的可行性和潜在积极结果。建议开展更大规模的随机对照疗效试验。
