PLAYshop Randomized Controlled Trial: Efficacy and Implementation of a Virtually Delivered Parent‐Focused Physical Literacy Intervention for Early Childhood.
Purpose Examine the efficacy of a virtually delivered, parent‐focused physical literacy (PL) intervention for early childhood called PLAYshop and examine the level of and factors that influenced implementation. Methods A randomized controlled trial was conducted with 122 preschool‐aged children (3–5...
| Publicado en: | Scandinavian Journal of Medicine & Science in Sports (John Wiley & Sons, Inc.) Vol. 35; no. 11; pp. 1 - 22 |
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| Autores principales: | , , , , , , , , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
John Wiley & Sons, Inc.
Nov2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189570522&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189570522 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 16000838 NRNW jtl: Scandinavian Journal of Medicine & Science in Sports (John Wiley & Sons, Inc.) issn: 16000838 maglogo: N pubinfo: dt: Nov2025 vid: 35 iid: 11 pid: 52269 pub: John Wiley & Sons, Inc. artinfo: ui: 189570522 189570522 189570522 10.1111/sms.70161 189570522 ppf: 1 ppct: 21 formats: tig: atl: PLAYshop Randomized Controlled Trial: Efficacy and Implementation of a Virtually Delivered Parent‐Focused Physical Literacy Intervention for Early Childhood. aug: au: Carson, Valerie Potter, Morgan Hwang, Yeongho Buckler, E. Jean Boyd, Madison Rhodes, Ryan E. Liu, Sam Moldenhauer, Ramiah Li, Joshua Hills, Jayleen Naylor, Patti‐Jean affil: Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton Alberta,, Canada sug: subj: Internet-Based Intervention Parents Education Physical Activity In Infancy and Childhood Health Literacy Program Implementation Program Evaluation Early Childhood Intervention Health Promotion Telehealth Human Funding Source Canada Male Female Child, Preschool Randomized Controlled Trials Random Assignment Single-Blind Studies Parent-Child Relations Motivation Semi-Structured Interview Questionnaires Parental Attitudes Descriptive Statistics Data Analysis Software Analysis of Covariance Repeated Measures Analysis of Variance Sensitivity and Specificity Thematic Analysis Confidence Motor Skills Implementation Science Health Behavior Behavioral Changes Clinical Assessment Tools Child, Preschool: 2-5 years Male Female ab: Purpose Examine the efficacy of a virtually delivered, parent‐focused physical literacy (PL) intervention for early childhood called PLAYshop and examine the level of and factors that influenced implementation. Methods A randomized controlled trial was conducted with 122 preschool‐aged children (3–5 years) and their parents from western Canada. PLAYshop included a virtual workshop, educational and material resources, and follow‐up support via an app with four booster lessons (1, 3, 5, 7 weeks post‐workshop). Primary and secondary efficacy outcomes were measured at baseline and 2‐month follow‐up. Tertiary efficacy outcomes were also measured post‐workshop (intervention group)/1‐week post baseline questionnaire (control group). Tertiary implementation outcomes were measured via parental questionnaire and explored via parent and workshop leader interviews. Repeated measures Analysis of Covariance/Analysis of Variance and Generalized Estimating Equations were conducted. Results Intervention efficacy was not observed for children's PL (fundamental movement skills, motivation, enjoyment, confidence; primary outcome) or physical activity (PA; secondary outcome). Increases in other secondary and tertiary outcomes were observed in the intervention group, compared to the control group, including parent–child co‐participation in PA (partial η2 = 0.062), parental PA modeling (partial η2 = 0.049) as well as parental capability (partial η2 = 0.039), opportunity (partial η2 = 0.089), and motivation (partial η2 = 0.026–0.045) to support children's PL development. High usefulness (87%) and satisfaction (96%) were reported by parents. Several themes were identified supporting the implementation of the intervention. Booster lesson completion was low (17%–30%). Conclusion Efficacy was observed for some parent but not child outcomes. Implementation was highly feasible at the delivery level but parent engagement in boosters had challenges. Trail Registration: NCT05255250 (Version 1: February 24, 2022; Version 3: December 7, 2022) pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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