Anita Bundy1, Lina Engelen2, Shirley Wyver3, Paul Tranter4, Jo Ragen5, Adrian Bauman2, Louise Baur6, Wendy Schiller7, Judy M Simpson8, Anita N Niehues9, Gabrielle Perry10, Glenda Jessup10, Geraldine Naughton11. 1. Department of Occupational Therapy, Colorado State University, 200 Occupational Therapy Building, 1573 Campus Delivery, Fort Collins, CO 80523-1573. 2. University of Sydney, School of Public Health, Charles Perkins Centre, Camperdown, NSW 2006, Australia. 3. Macquarie University, Institute of Early Childhood, Macquarie University, NSW 2109, Australia. 4. University of NSW, School of Physical, Environmental and Mathematical Sciences, PO Box 7916, Canberra BC ACT 2610. 5. University of Sydney, Faculty of Health Sciences, PO Box 170, Lidcombe, NSW 2141, Australia. 6. University of Sydney, Sydney Medical School, Sydney, NSW 2145, Australia. 7. University of South Australia, deLissa Institute of Early Childhood and Family Studies, GPO Box 2471, Adelaide, SA 5000, Australia. 8. University of Sydney, Sydney School of Public Health, Edward Ford Building A27, University of Sydney, NSW 2006, Australia. 9. Lenoir-Rhyne University, 313 McCrorie Building, 625 7th Avenue NE, Hicory, NC 28601. 10. Faculty of Health Sciences, PO Box 170, Lidcombe, NSW 2141, Australia. 11. Australian Catholic University, School of Exercise Science, Locked Bag 4115, Fitzroy, Victoria 3065, Australia.
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 (β = 9350 counts, 95% CI 3490-1522, p = .002), minutes of moderate/vigorous physical activity (MVPA) (β = 1.8 min, 95% CI 0.52-3.12, p = .006), and reductions in sedentary time (β = -2.1 min, 95% CI -3.77-(-0.51), p = .01). Although the changes in time spent in play and nonplay were not statistically different (p = .08) the effect size (d = .27) indicates clinical significance. CONCLUSIONS: This intervention was effective for increasing MVPA during recess and demonstrated capacity to improve play opportunities in school playgrounds.
RCT Entities:
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 (β = 9350 counts, 95% CI 3490-1522, p = .002), minutes of moderate/vigorous physical activity (MVPA) (β = 1.8 min, 95% CI 0.52-3.12, p = .006), and reductions in sedentary time (β = -2.1 min, 95% CI -3.77-(-0.51), p = .01). Although the changes in time spent in play and nonplay were not statistically different (p = .08) the effect size (d = .27) indicates clinical significance. CONCLUSIONS: This intervention was effective for increasing MVPA during recess and demonstrated capacity to improve play opportunities in school playgrounds.
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