Feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program on children’s physical activity and object control skill competency: A non-randomised trial

Nathan, Nicole; Sutherland, Rachel; Beauchamp, Mark R.; Cohen, Kristen E.; Hulteen, Ryan M.; Babic, Mark J.; Wolfenden, Luke; Lubans, David R.

doi:10.1016/j.jsams.2017.04.016

Cited by 17 publications

(31 citation statements)

References 21 publications

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“…The sub-themes of enjoyment and positive behaviour within the child engagement theme are consistent with other school-based PA interventions [50–52]. Fun and enjoyment in particular have been outlined as key areas of focus for PA promotion in young people and is a predisposing factor for PA participation in the YPAPM [36, 53].…”

Section: Discussionsupporting

confidence: 59%

Process evaluation of a pilot multi-component physical activity intervention – active schools: Skelmersdale

et al. 2018

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BackgroundSchools have been identified as key environments to promote child physical activity (PA). Implementation of multi-component PA interventions within schools is advocated but research has showed that they may not always be effective at increasing child PA. Results of the Active Schools: Skelmersdale (AS:Sk) multi-component pilot intervention indicated no significant positive change to child PA levels. Process evaluations can provide information on which aspects of an intervention were delivered and how. Therefore, the purpose of this study was to use a combination of methods to elicit child and teacher perceptions regarding the feasibility and acceptability of the AS:Sk intervention, alongside systematic researcher observations. The overarching study aim was to understand how schools implemented the AS:Sk intervention, with a specific focus on the frequency of intervention component implementation, and how the components were incorporated into the school day.MethodsThe study generated five data sets. Data elicited from 18 participating children via a write draw, show and tell task included, frequency counts of most enjoyable intervention components, drawings, and verbatim data. Teacher verbatim data was collected from 3 interviews, and 18 researcher observations were recorded using field notes. The data sources were pooled to produce the themes presented in the results section.ResultsThe combination of data sources revealed four themes and 16 sub-themes. Implementation methods: how and when the components were implemented in schools. Child engagement: enjoyment and positive behaviour. Facilitators: peer influence, teacher influence, staggered implementation, incentives, rewards, challenges and competition, flexibility and adaptability, child ownership, routine.Barriers: time within an intense curriculum, space, sustaining child interest, parental support, school policies.ConclusionsThis study revealed that teachers believed classroom based activities were most feasible and acceptable due to the reduced implementation barriers of sufficient time and space. In contrast, children reported that the activities outside of the classroom were preferred. Future school-based PA interventions should aim to achieve a balance between routine PA at a set time and PA that is flexible and adaptable. Further process evaluations of multi-component school-based PA interventions are warranted to develop the limited evidence base.

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Section: Discussionsupporting

confidence: 59%

Process evaluation of a pilot multi-component physical activity intervention – active schools: Skelmersdale

et al. 2018

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“…Each paper reported the age of the participants, and 9 papers reported the mean age. Only one study [24], included kindergarten children as well as children in grades one and two, and the specific number of each grade had not been given. This had an impact on our total statistical number.…”

Section: Participantsmentioning

confidence: 99%

“…2 of the studies were based on TARGET (Task, Authority, Recognition, Grouping, Evaluation, and Time) [39], structures [34,40]. The remaining 7 intervention programs were Active Play Program (APP) [31], Sports, Play and Active Recreation for Kids (SPARK) [33], Jump Start [41], Physical Education Curriculum (PEC) [29], Animal Fun Program (AFP) [28], Motor Skill Intervention (MSI) [10], and GLASS Program [24].…”

Section: Intervention Programmentioning

confidence: 99%

“…The author identified 5 kinds of theoretical frameworks for designing intervention programs across the 8 studies [10,24,28,30,34,38,40]. These were the Dynamical Systems Theory (DST) [42], the Achievement Goal Theory [39], Newell's Constraints Theory [43], the Transformational Leadership Theory [44], and the Ecological Systems Theory (EST) [45].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…9 studies applied TGMD-2 [30,31,33,35,36,38,40,41]. 2 studies were serviced by TGMD-3 [24,34], 1 study used the Bruininks-Ossietzky Test of Motor Proficiency-version 2 Short Form (BOT-2SF), and the Movement Assessment Battery for Children-version 2 (MABC-2) [28]. 1 study used the APM Inventory [29].…”

Section: Comparisonmentioning

confidence: 99%

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Relationship between Curriculum-Based Intervention and Fundamental Movement Skills among Preschoolers: A Systematic Literature Review

Xin¹,

Abdullah²,

Nasiruddin³

et al. 2021

saj

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Fundamental movement skills (FMS) are positively correlated with academic achievement, psychology, and participation in physical activities. However, many children's FMS are insufficient, which highlights the need for intervention. The study is aimed at investigating the influence of curriculum foundation intervention on the development of children's FMS and related influencing factors. We systematically reviewed the peer-reviewed articles published across 6 databases (Sport discus, Cochrane Library, PubMed, ScienceDirect, Scopus, Web of Science) on curriculum-based interventions for fundamental movement skills, typically among developing children aged 3-6 years. The risk of bias within the study was assessed using the Quality Assessment and Validity Tool for Correlational Studies (QAVTCS). A total of 14 articles that met the criteria were included, with 1849 participants from across five countries. About 92.9% of the studies reported a significant improvement in the children's FMS after the intervention. Besides the research report on the instruction strategy, teacher experience, gender, and delivery quality influenced the intervention effect of the children's FMS. In future studies, a more rigorous control design, rich theoretical framework, multi-site study, and different perspectives are needed to identify more influencing factors with regards to intervention and an improvement in the efficacy of the intervention.

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Promoting Health-Enhancing Physical Activity: a State-of-the-art Review of Peer-Delivered Interventions

2019

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Feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program on children’s physical activity and object control skill competency: A non-randomised trial

Cited by 17 publications

References 21 publications

Process evaluation of a pilot multi-component physical activity intervention – active schools: Skelmersdale

Process evaluation of a pilot multi-component physical activity intervention – active schools: Skelmersdale

Relationship between Curriculum-Based Intervention and Fundamental Movement Skills among Preschoolers: A Systematic Literature Review

Promoting Health-Enhancing Physical Activity: a State-of-the-art Review of Peer-Delivered Interventions

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