Al-Walah Mosfer A, Alotaibi Shayek S, Alhusaini Adel A, Alotiabi Meteb M, Donnelly Michael, Heron Neil
Centre for Public Health, School of Medicine, Dentistry and Biomedical Sciences, Queen's University Belfast, Belfast BT12 6BA, UK.
Department of Physical Therapy, College of Applied Medical Sciences, Taif University, Taif 21974, Saudi Arabia.
Healthcare (Basel). 2024 Jul 12;12(14):1398. doi: 10.3390/healthcare12141398.
Interventions within preschool settings have gained prominence due to the need to increase physical activity (PA) in early childhood. We first developed a 10-week preschool-based behaviour change intervention, guided by the UK Medical Research Council's framework for complex interventions. We then conducted a cluster feasibility randomised controlled trial (RCT) among young children.
This process evaluation was embedded within the cluster feasibility RCT and aimed to assess the acceptability of the 10-week IAAH intervention among both preschool staff and parents.
The study utilised a mixed method, involving post-intervention questionnaires completed by preschool staff (n = 4) and children's parents/caregivers (n = 9) and focus groups with preschool staff (n = 3) and parents/caregivers (n = 7). Quantitative data were analysed using SPSS to calculate acceptability scores, while qualitative data underwent thematic analysis using NVivo 12.
The intervention was well-received, with preschool staff reporting a 94.5% acceptability rate (mean score of 10.4 out of 11) and parents/caregivers indicating an 86% acceptance rate (mean score of 5.2 out of 6). Thematic analysis of focus group discussions revealed facilitators to intervention delivery, such as user-friendly materials and alignment with preschool curricula, and identified barriers, including time constraints, spatial limitations, and policy conflicts. Parental engagement was hindered by time restrictions, although the intervention materials were praised for their clarity and visual appeal.
The findings suggest that the IAAH programme was acceptable to both preschool staff and parents. However, the identified barriers to intervention delivery and engagement should be addressed in the planning of a future cluster RCT to evaluate the efficacy of the intervention.
由于需要在幼儿期增加身体活动（PA），学前环境中的干预措施日益受到关注。我们首先在英国医学研究理事会复杂干预框架的指导下，开发了一项为期10周的基于学前教育的行为改变干预措施。然后，我们在幼儿中进行了一项整群可行性随机对照试验（RCT）。
本过程评估纳入了整群可行性RCT，旨在评估为期10周的IAAH干预措施在学前教育工作人员和家长中的可接受性。
该研究采用混合方法，包括学前教育工作人员（n = 4）和儿童家长/照顾者（n = 9）填写的干预后问卷，以及与学前教育工作人员（n = 3）和家长/照顾者（n = 7）进行的焦点小组讨论。定量数据使用SPSS进行分析以计算可接受性分数，而定性数据使用NVivo 12进行主题分析。
该干预措施受到好评，学前教育工作人员报告的可接受率为94.5%（11分制平均得分为10.4分），家长/照顾者表示接受率为86%（6分制平均得分为5.2分）。焦点小组讨论的主题分析揭示了干预实施的促进因素，如用户友好的材料以及与学前课程的契合度，并确定了障碍，包括时间限制、空间限制和政策冲突。尽管干预材料因其清晰度和视觉吸引力而受到赞扬，但时间限制阻碍了家长的参与。
研究结果表明，IAAH计划为学前教育工作人员和家长所接受。然而，在未来整群RCT的规划中应解决已确定的干预实施和参与障碍，以评估该干预措施的效果。
