Impact of an outdoor loose parts intervention on Nova Scotia preschoolers' fundamental movement skills: a multi-methods randomized controlled trial

Branje, Karina; Stevens, Daniel; Hobson, Heather; Kirk, Sara; Stone, Michelle

doi:10.3934/publichealth.2022015

Cited by 17 publications

(20 citation statements)

References 47 publications

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“…There is an increase in students' motor competency achievement through field games because students get the opportunity to combine/repeat movements and take risks (Branje et al, 2022), develop skills (Barba-Martín et al, 2020), increase enjoyment so as to be able to motivate students in learning student movement skills (Jia, 2021;Vasileva-Stojanovska et al, 2015;Gil-Arias et al, 2021). This shows that the use of field games can be used to stimulate students' motor competence.…”

Section: Discussionmentioning

confidence: 99%

Stimulating motor competence through field games: an experimental study on elementary school students

Gustian

Samodra

Gandasari

et al. 2023

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Motoric competence is a competency that requires understanding in carrying out physical activities. However, in the learning process motor competence is carried out without the support of understanding so that it results in students experiencing difficulties and confusion in executing the motor skills they have when in a different environment during training or learning. The research aims to measure the success of stimulation of motor competence by using the field games approach. The research was conducted in the pre-experimental type with the One Group Pretest Posttest Designs type. The experiment was conducted on twelve elementary school students in fourteen meetings. The research involved twelve fourth grade elementary school students who were taken randomly by selecting numbers at random. The instrument for measuring students' motor skills used the Test of Gross Motor Development revision 2 edition (TGMD-2) and understanding of playing using the Games Performance Assessment Instrument (GPAI) and the measurement results were analyzed using a quantitative descriptive method. The results showed that there had been an increase in the rating of students' motor skills and the average score of students' games performance. This result is due to the learning that is carried out using the field games approach which is able to encourage students to be active in making movements and facilitating metacognition processes such as decision making, critical thinking, and problem-solving. The conclusion of learning done with the field games approach can stimulate students' motor competence

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Section: Discussionmentioning

confidence: 99%

Stimulating motor competence through field games: an experimental study on elementary school students

Gustian

Samodra

Gandasari

et al. 2023

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“…This study will apply the balance assessment of PGMQS, a validated tool for use in 3-year-olds that assesses four components of balance: single leg standing, tandem standing, walking line forward, and walking line backward [ 52 ]. This tool has previously been used to investigate balance development in preschoolers taking part in an outdoor loose parts intervention in Nova Scotia [ 55 ]. One child will be assessed at a time; the researcher will demonstrate how to correctly perform the task and then ask the child to perform the task.…”

Section: Methodsmentioning

confidence: 99%

Evaluating Outdoor Nature-Based Early Learning and Childcare Provision for Children Aged 3 Years: Protocol of a Feasibility and Pilot Quasi-Experimental Design

Traynor

McCrorie

Chng

et al. 2022

IJERPH

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Systematic reviews have demonstrated the scarcity of well-designed evaluations investigating outdoor nature-based play and learning provision for children in the early learning and childcare (ELC) sector among global Western countries. This study will examine the feasibility and acceptability of the programme and the evaluation design of outdoor nature-based play and learning provision across urban ELC settings in a Scottish metropolitan city. Six ELC settings with different outdoor nature-based play delivery models will be recruited. One trial design will be tested: a quasi-experimental comparison of children attending three different models of outdoor play and learning provision. Measures will be assessed at baseline and five weeks later. Key feasibility questions include: recruitment and retention of ELC settings and children; suitability of statistical matching based on propensity score; completeness of outcome measures. Process evaluation will assess the acceptability of trial design methods and provision of outdoor nature-based play among ELC educators. These questions will be assessed against pre-defined progression criteria. This feasibility study will inform a powered effectiveness evaluation and support policy making and service delivery in the Scottish ELC sector.

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“…We recently reported that there was a non-intervention effect on quantitative measures of preschoolers’ fundamental movement skills; however, educators spoke about how outdoor loose parts play provided opportunities for children to combine and repeat movements, and take risks, supporting physical, cognitive and socio-emotional development [ 19 ]. While some results of the PLEY project have been published [ 19 – 22 ], we have not yet examined if participating in the PLEY intervention was associated with increased physical literacy, as hypothesized.…”

Section: Introductionmentioning

confidence: 99%

“…The objective of this study is to explore the role of the PLEY project on Nova Scotian preschoolers’ domains of physical literacy (physical activity, physical competence, confidence and motivation, knowledge and understanding) using mixed-methods. A mixed-method approach allows us to build on previous reports of quantitative findings [ 19 , 23 ] and provide further insight into how outdoor loose parts play (OLPP) in the PLEY project contributes to the development of physical literacy. In this study, physical literacy was conceptualized based on the International Physical Literacy Association’s definition that includes physical, affective, motivational and behavioural domains and has also been endorsed as Canada’s Consensus Statement on Physical Literacy [ 3 , 4 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of an outdoor loose parts play intervention on Nova Scotian preschoolers’ physical literacy: a mixed-methods randomized controlled trial

et al. 2023

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Background Physical activity participation among preschoolers in childcare settings are low, and interventions to increase physical activity levels have produced mixed results. The Physical Literacy in the Early Years (PLEY) project implemented a six-month childcare-based outdoor loose parts play intervention in childcare centres in Nova Scotia, Canada. The purpose of this study was to examine the impact of the PLEY project on the development of domains of physical literacy (physical activity, physical competence, confidence and motivation, knowledge and understanding) in preschoolers attending childcare centres using mixed-methods. Methods Preschoolers (3–5 years) were recruited from 19 childcare centres in Nova Scotia and centres were randomized (parallel design) to the outdoor loose parts play intervention group (n = 11) or control (n = 8) group for 6 months. Participants, early childhood educators, and assessors were not blinded to group assignment. Quantitative and qualitative measures were used to comprehensively assess the impact of the PLEY project on all domains of physical literacy. At 3- and 6-months, early childhood educators participated in focus groups to assess how the intervention supported the development of 4 physical literacy domains: physical activity, physical competence, confidence and motivation, and knowledge and understanding. Physical activity and physical competence were also assessed with accelerometry and the Test of Gross Motor Development-3, respectively. Results Two hundred and nine preschoolers participated in the study (intervention group: n = 115; control group: n = 94). Accelerometer data showed that while baseline physical activity was similar between groups, children in the intervention group had higher physical activity at 3- (F(1,187) = 8.30, p = 0.004) and 6-months (F(1,187) = 9.90, p = 0.002) post-intervention. There was no intervention effect on physical competence scores. Thematic analysis of focus group data revealed that outdoor loose parts play contributed to development in all 4 physical literacy domains, including increased movement repertoires, social development, and enjoyment of physical activity. No adverse events or side effects of the intervention were reported. Conclusions Participation in the PLEY project was associated with increased development of various domains of physical literacy and perceived physical literacy among preschoolers, and outdoor loose parts play may be encouraged as an effective strategy to increase physical literacy in early learning settings. Trial registration Biomed Central (ISRCTN14058106), 20/10/2017.

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Impact of an outdoor loose parts intervention on Nova Scotia preschoolers' fundamental movement skills: a multi-methods randomized controlled trial

Cited by 17 publications

References 47 publications

Stimulating motor competence through field games: an experimental study on elementary school students

Stimulating motor competence through field games: an experimental study on elementary school students

Evaluating Outdoor Nature-Based Early Learning and Childcare Provision for Children Aged 3 Years: Protocol of a Feasibility and Pilot Quasi-Experimental Design

Impact of an outdoor loose parts play intervention on Nova Scotian preschoolers’ physical literacy: a mixed-methods randomized controlled trial

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