Maximizing children's physical activity using the LET US Play principles

Abstract

Background Staff in settings that care for children struggle to implement standards designed to promote moderate-to-vigorous physical activity (MVPA), suggesting a need for effective strategies to maximize the amount of time children spend in MVPA during scheduled PA opportunities. The purpose of this study was to compare the MVPA children accumulate during commonly played games delivered in their traditional format versus games modified according to the LET US Play principles. Methods Children (K-5th) participated in 1-hour PA sessions delivered on non-consecutive days (summer 2014). Using a randomized, counterbalanced design, one of six games was played for 20min using either traditional rules or LET US Play followed by the other strategy with a 10min break in between. Physical activity was measured via accelerometry. Repeated-measures, mixed-effects regression models were used to estimate differences in percent of time spent sedentary and in MVPA. Results A total of 267 children (age 7.5 yrs, 43% female, 29% African American) participated in 50, 1-hour activity sessions. Games incorporating LET US Play elicited more MVPA from both boys and girls compared to the same games with traditional rules. For boys and girls, the largest MVPA difference occurred during tag games (+20.3%). The largest reduction in the percent of time sedentary occurred during tag games (boys −27.7%, girls −32.4%). Overall, the percentage of children meeting 50% time in MVPA increased in four games (+18.7% to +53.1%). Conclusion LET US Play led to greater accumulation of MVPA for boys and girls, and can increase the percent of children attaining the 50% of time in MVPA standard.

Are We There Yet? Compliance with Physical Activity Standards in YMCA Afterschool Programs

“…[21][22][23] A previous study found that adult-led games, compared to free play opportunities, had a higher amount of inactive elements, such as games with elimination and children standing and waiting in lines. 24 This is consistent with another study 13 that reported adult-led games frequently consisted of dodgeball and kickball, two commonly played games that eliminate children or have long lines of children.…”

“…While these studies indicate adult-led games have more inactive components and result in lower activity, experimental evidence clearly shows that making simple modifications to these commonly played games can greatly increase time spent in MVPA and reduce time spent sedentary. 23 Moreover, modifying commonly played games to make them more active increases the activity levels of all children by providing them with more opportunities to be involved in games. 23 The results of the present study reinforce the idea that strategies to promote PA, such as removing inactive components of games, are an important component of ASP staff training.…”

“…23 Moreover, modifying commonly played games to make them more active increases the activity levels of all children by providing them with more opportunities to be involved in games. 23 The results of the present study reinforce the idea that strategies to promote PA, such as removing inactive components of games, are an important component of ASP staff training. In addition, if staff are not well trained or high-quality training is unavailable, free play may be a better option than poorly led organized games.…”

Physical activity outcomes in afterschool programs: A group randomized controlled trial

“…Each ASP was also asked to schedule a minimum of 60 minutes/day for PA opportunities. [6] The staff component of STEPs LET US (Lines, Elimination, Team size, Uninvolved staff/kids, and Space, equipment and rules) Play [38] focused on developing the skills of staff to modify games staff are familiar with and children enjoy playing with the primary objective of maximizing children’s MVPA. This departed from prior interventions where staff were provided equipment and trained to play new games or relied on ASP leaders and staff to develop their own strategies.…”

“…The booster session included a walkthrough of the ASP with the site leader to identify PA opportunities and LET US Play principles. [33, 38] Both research personnel and site leaders and staff convened a 20–30-minute meeting immediately after the end of the ASP to discuss areas that were consistent and inconsistent with meeting the PA standards. Strategies to address any inconsistencies with meeting the PA standards were agreed upon and implemented.…”