The feasibility and acceptability of a classroom-based physical activity program for children attending specialist schools: a mixed-methods pilot study

BMC Public Health

Ian Fuelscher¹  Nicole Papadopoulos²  Chloe Emonson²  Jane McGillivray³  Nicole Rinehart⁴  Ana Mantilla⁴  Caterina Pesce⁵  Lynne M. Boddy⁶ 

[1] Centre for Social and Early Emotional Development (SEED), School of Psychology, Faculty of Health, Deakin University, Geelong, Australia;Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Geelong, Australia;Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Geelong, Australia;Centre for Social and Early Emotional Development (SEED), School of Psychology, Faculty of Health, Deakin University, Geelong, Australia;Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Geelong, Australia;School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, Victoria, Australia;Department of Movement, Human and Health Sciences, University of Rome Foro Italico, Rome, Italy;Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK;

关键词: Primary school;    Disability;    Special needs;    Class;    Active break;    Feasibility;    Acceptability;   

DOI  :  10.1186/s12889-021-11990-4

来源: Springer

【 摘 要 】

BackgroundChildren with disabilities often engage in less than the recommended amount of daily physical activity (PA). Classroom-based PA breaks are a favourable method of promoting PA for children. However, evaluations of these programs in specialist schools are scarce, with even less research into their feasibility and acceptability. This may hinder effective implementation and program scalability. This pilot study investigated the feasibility and acceptability of implementing a classroom-based PA break program in Australian specialist school classrooms, using the Australian Joy of Moving (AJoM) program.MethodsForty primary/junior classes and their teachers across five specialist schools implemented the AJoM program for eight weeks as the intervention group within a pilot cluster randomised controlled trial. A mixed-methods design investigated classroom teachers’ (N = 22; 6 males, 16 females) perspectives of the feasibility and acceptability of the program after implementation through semi-structured telephone interviews (n = 7 teachers), qualitative survey responses (n = 18 teachers) and quantitative survey items (n = 19 teachers). Qualitative data were analysed using predominantly deductive thematic analysis. Quantitative data were analysed using descriptive statistics.ResultsClassroom-based PA breaks may be feasible for getting children with disabilities more active at school. However, considerable variation exists in teachers’ perception of the AJoM experience. While several teachers indicate that the program content could be pertinent for their class, common divergences in perceptions of feasibility and acceptability appear to relate to the age and developmental level or needs of the students in the class.ConclusionsThis study provides preliminary evidence for the feasibility and acceptability of implementing classroom-based PA breaks in specialist schools. However, results demonstrate the importance of (1) allowing a high level of flexibility in the design and implementation of programs to meet the varying needs of class groups and (2) providing a large variety of resources to cater to the heterogeneity of the children.Trial registrationThis trial was prospectively registered with the Australian New Zealand Clinical Trials Registry (ACTRN12619000193178) on 11 February 2019.

【 授权许可】

CC BY