Sydney Playground Project: A Cluster-Randomized Trial to Increase Physical Activity, Play, and Social Skills

Autor/inn/en	Bundy, Anita; Engelen, Lina; Wyver, Shirley; Tranter, Paul; Ragen, Jo; Bauman, Adrian; Baur, Louise; Schiller, Wendy; Simpson, Judy M.; Niehues, Anita N.; Perry, Gabrielle; Jessup, Glenda; Naughton, Geraldine
Titel	Sydney Playground Project: A Cluster-Randomized Trial to Increase Physical Activity, Play, and Social Skills
Quelle	In: Journal of School Health, 87 (2017) 10, S.751-759 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wyver, Shirley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12550
Schlagwörter	Foreign Countries; Intervention; Physical Activity Level; Play; Competence; Interpersonal Relationship; Randomized Controlled Trials; Young Children; Pretests Posttests; Workshops; Parent Education; Faculty Development; Comparative Analysis; Program Effectiveness; Life Style; Elementary Schools; Measurement Equipment; Effect Size; Recess Breaks; Playgrounds; Australia + Suchen Sie Ihr Suchwort? Ausland; Spiel; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Frühe Kindheit; Lernwerkstatt; Schulung; Parents education; Elternbildung; Elternschule; Lebensstil; Elementary school; Grundschule; Volksschule; Messinstrument; Aktive Pause; Playground; Spielplatz; Australien
Abstract	Background: We assessed the effectiveness of a simple intervention for increasing children's physical activity, play, perceived competence/social acceptance, and social skills. Methods: A cluster-randomized controlled trial was conducted, in which schools were the clusters. Twelve Sydney (Australia) primary schools were randomly allocated to intervention or control conditions, with 226 children (5-7 years old) selected randomly to participate. Data were collected at baseline and after 13 weeks. The intervention consisted of introducing recycled materials without an obvious play purpose into school playgrounds and a risk-reframing workshop for parents and teachers. Results: Children from the intervention schools increased physical activity and reduced sedentary time while control schools decreased physical activity and increased sedentary time. The intervention yielded increases in total accelerometer counts (ß = 9350 counts, 95% CI 3490-1522, p = 0.002), minutes of moderate/vigorous physical activity (MVPA) (ß = 1.8 min, 95% CI 0.52-3.12, p = 0.006), and reductions in sedentary time (ß = -2.1 min, 95% CI -3.77-(-0.51), p = 0.01). Although the changes in time spent in play and nonplay were not statistically different (p = 0.08) the effect size (d = 0.27) indicates clinical significance. Conclusions: This intervention was effective for increasing MVPA during recess and demonstrated capacity to improve play opportunities in school playgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01