A Randomized Controlled Trial of a Blended Physical Literacy Intervention to Support Physical Activity and Health of Primary School Children

Ming Hui Li; James R. Rudd; Jia Yi Chow; Cindy Hui Ping Sit; Stephen Heung Sang Wong; Raymond Kim Wai  Sum

doi:10.1186/s40798-022-00448-5

A Randomized Controlled Trial of a Blended Physical Literacy Intervention to Support Physical Activity and Health of Primary School Children

Ming Hui Li, James R. Rudd, Jia Yi Chow, Cindy Hui Ping Sit, Stephen Heung Sang Wong, Raymond Kim Wai Sum

Research output: Contribution to journal › Article › peer-review

15 Citations (Scopus)

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Abstract

BACKGROUND: The concept of physical literacy (PL) has been advocated as the need to create environments fostering sustainable engagement in PA. This study adopted ecological approach to evaluate the effectiveness of a blended PL intervention embedded into the school day to support children's PA and health.

METHOD: Designed as a three-arm randomized controlled trial, a total of 79 participants (59.5% girls) were randomly assigned to: the "Quantity + Quality" blended PL group combining sit-stand desks and play-based recess (SSPlay), the "Quality" group with play-based recess only (Play) or the control group. The intervention lasted for 13 weeks, and all the variables were collected at baseline, post-intervention and 3-month follow-up.

RESULTS: SSPlay and Play group significantly improved on two of the embodied PL domains, Physical Competence (- 2.96 vs - 5.15, p < 0.05) and Knowledge and Understanding (- 2.35 vs - 2.00, p < 0.05), total errors of cognitive flexibility (24.00 vs 12.92, p < 0.05), and this difference was maintained at follow-up (p < 0.05). Whilst there was no interaction effect between groups, and time effects were found for PA and planning from baseline to post-intervention.

CONCLUSION: This was the first to adopt an ecological approach as an innovative strategy to provide the emergence of PA for children in Hong Kong. The blended intervention design that embedded both quantity and quality of PA into children's school day has shown promise in supporting children's all round development. PL intervention where environments are designed to increase the "Quantity + Quality" of children's everyday interactions has led to improvements in PA and health outcomes, which may provide insights for future studies to adopt cost-friendly and feasible measures for promoting children's PA in the school settings.

Original language	English
Article number	55 (2022)
Number of pages	12
Journal	Sports Medicine - Open
Volume	8
Issue number	1
Early online date	18 Apr 2022
DOIs	https://doi.org/10.1186/s40798-022-00448-5
Publication status	E-pub ahead of print - 18 Apr 2022
Externally published	Yes

Bibliographical note

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory
regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/

Funder

This work was funded by the Direct Grant for Research (Grant No. EDU 2019-052) of the Chinese University of Hong Kong. The funders of this study had no role in data collection, data analysis, data interpretation or writing of this report.

Keywords

Physical literacy
Sit–stand desk
Physical activity
Sleep
Cognitive function

ASJC Scopus subject areas

Physical Therapy, Sports Therapy and Rehabilitation
Orthopedics and Sports Medicine

Access to Document

10.1186/s40798-022-00448-5Licence: CC BY

PublishedFinal published version, 1.39 MBLicence: CC BY

Cite this

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abstract = "BACKGROUND: The concept of physical literacy (PL) has been advocated as the need to create environments fostering sustainable engagement in PA. This study adopted ecological approach to evaluate the effectiveness of a blended PL intervention embedded into the school day to support children's PA and health.METHOD: Designed as a three-arm randomized controlled trial, a total of 79 participants (59.5\% girls) were randomly assigned to: the {"}Quantity + Quality{"} blended PL group combining sit-stand desks and play-based recess (SSPlay), the {"}Quality{"} group with play-based recess only (Play) or the control group. The intervention lasted for 13 weeks, and all the variables were collected at baseline, post-intervention and 3-month follow-up.RESULTS: SSPlay and Play group significantly improved on two of the embodied PL domains, Physical Competence (- 2.96 vs - 5.15, p < 0.05) and Knowledge and Understanding (- 2.35 vs - 2.00, p < 0.05), total errors of cognitive flexibility (24.00 vs 12.92, p < 0.05), and this difference was maintained at follow-up (p < 0.05). Whilst there was no interaction effect between groups, and time effects were found for PA and planning from baseline to post-intervention.CONCLUSION: This was the first to adopt an ecological approach as an innovative strategy to provide the emergence of PA for children in Hong Kong. The blended intervention design that embedded both quantity and quality of PA into children's school day has shown promise in supporting children's all round development. PL intervention where environments are designed to increase the {"}Quantity + Quality{"} of children's everyday interactions has led to improvements in PA and health outcomes, which may provide insights for future studies to adopt cost-friendly and feasible measures for promoting children's PA in the school settings.",

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AU - Wong, Stephen Heung Sang

AU - Sum, Raymond Kim Wai

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N2 - BACKGROUND: The concept of physical literacy (PL) has been advocated as the need to create environments fostering sustainable engagement in PA. This study adopted ecological approach to evaluate the effectiveness of a blended PL intervention embedded into the school day to support children's PA and health.METHOD: Designed as a three-arm randomized controlled trial, a total of 79 participants (59.5% girls) were randomly assigned to: the "Quantity + Quality" blended PL group combining sit-stand desks and play-based recess (SSPlay), the "Quality" group with play-based recess only (Play) or the control group. The intervention lasted for 13 weeks, and all the variables were collected at baseline, post-intervention and 3-month follow-up.RESULTS: SSPlay and Play group significantly improved on two of the embodied PL domains, Physical Competence (- 2.96 vs - 5.15, p < 0.05) and Knowledge and Understanding (- 2.35 vs - 2.00, p < 0.05), total errors of cognitive flexibility (24.00 vs 12.92, p < 0.05), and this difference was maintained at follow-up (p < 0.05). Whilst there was no interaction effect between groups, and time effects were found for PA and planning from baseline to post-intervention.CONCLUSION: This was the first to adopt an ecological approach as an innovative strategy to provide the emergence of PA for children in Hong Kong. The blended intervention design that embedded both quantity and quality of PA into children's school day has shown promise in supporting children's all round development. PL intervention where environments are designed to increase the "Quantity + Quality" of children's everyday interactions has led to improvements in PA and health outcomes, which may provide insights for future studies to adopt cost-friendly and feasible measures for promoting children's PA in the school settings.

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A Randomized Controlled Trial of a Blended Physical Literacy Intervention to Support Physical Activity and Health of Primary School Children

Abstract

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Keywords

ASJC Scopus subject areas

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