- Title
- Exploring a parent-focused physical literacy intervention for early childhood: a pragmatic controlled trial of the PLAYshop
- Creator
- Lane, Cassandra; Naylor, Patti-Jean; Predy, Madison; Kurtzhals, Mette; Rhodes, Ryan E.; Morton, Kayla; Hunter, Stephen; Carson, Valerie
- Relation
- BMC Public Health Vol. 22, Issue 1, no. 659
- Publisher Link
- http://dx.doi.org/10.1186/s12889-022-13048-5
- Publisher
- BioMed Central (BMC)
- Resource Type
- journal article
- Date
- 2022
- Description
- Background: Parents play a key role in young children’s physical activity and physical literacy development. Little research has explored parent-focused interventions to improve young children’s physical literacy. We examined if a theory-based, feasible physical literacy training workshop (PLAYshop) for parents could improve their physical literacy knowledge and confidence and improve parenting practices related to facilitating the physical literacy development of their preschool-aged child (3-5 years). The secondary objective was to explore implementation facilitators and barriers. Methods: We conducted a pragmatic controlled trial in two Canadian cities (Edmonton and Victoria) from November 2019 – March 2020. A total of 143/151 parents were eligible and assigned to intervention (n = 71) or control group (n = 72). The PLAYshop included: (i) a 75-min in-person workshop with interactive activities and physical literacy educational messages, (ii) educational materials, (iii) an equipment pack, and (iv) two post-workshop booster emails. Surveys measured parents’ knowledge and confidence at baseline and follow-up. Application of PLAYshop concepts and implementation facilitators and barriers were explored with interviews of parents and workshop leaders. Repeated measures ANOVAs and thematic analyses were completed. Results: Parents’ knowledge and confidence improved significantly over time; intervention group changes were significantly greater than control group changes (p < 0.001; ɳ2 =.32). Parents applied PLAYshop concepts at-home, including child-led play, making activities fun, and promoting child manipulative and locomotor skills. Time was a key parental implementation barrier. Program implementation issues varied by context (location and participants). Conclusions: PLAYshop participation changed parents’ physical literacy knowledge and confidence and physical literacy enhancing play with their children. Implementation feasibility was high. The findings from this real-world trial highlight an efficacious and scalable intervention that warrants further testing. Trial registration: ClinicalTrials.gov: NCT04394312. Registered 19/05/2020.
- Subject
- physical literacy; parents; early childhood; at home; implementation; SDG 4; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1487525
- Identifier
- uon:52169
- Identifier
- ISSN:1471-2458
- Rights
- x
- Language
- eng
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