Physical activity of first graders in Norwegian after-school programs: A relevant contribution to the development of motor competencies and learning of movements? Investigated utilizing a mixed methods approach

Abstract Background: Interventions directed at after school programs (ASPs) have the potential to support physical activity (PA) in young children. Research has indicated that interventions that emphasize competence building among the ASP staff can lead to increased PA among the children. The present study evaluates the effectiveness of the Active Play in ASP intervention—a program for ASP staff aimed at supporting physical activity among first graders in ASP. Methods: We used a matched-pair cluster randomized design and included 456 first graders from 14 schools in Norway. From these, 7 ASPs received the intervention (N = 229), while 7 acted as controls (N = 227). Measurements were taken at baseline, immediately post intervention (7 month follow-up) and after a year (19 month follow-up). The primary outcome was moderate to vigorous physical activity (MVPA), which was estimated with predefined cut points of counts per minute (CPM) and expressed as minutes/hour. Secondary outcomes were vigorous and light intensity physical activity (VPA and LPA) and sedentary behavior. The analyses of intervention effects were based on between-group differences in outcome changes between the 3 measurement points and were conducted using a mixed-effects model for repeated measures using categorical time. In exploratory analyses, we investigated gender, baseline body mass index, and baseline CPM as potential effect modifiers. Results: No significant intervention effects was observed on MVPA (0.55 min/hour [99% CI -0.55:1.64]) or on the secondary outcomes, min/hour of LPA, VPA or sedentary behavior. Exploratory analyses indicated that among the 50% least physically active children at baseline, children in intervention ASPs reduced sedentary time from baseline to 19 months follow up by 1.67 min/hour (95% CI -3.12:-0.21) compared to the controls. Conclusions: Although the intervention did not significantly increase the mean MVPA among the children in the intervention ASPs compared to controls, it did seem to have a small effect by reducing sedentary behavior time among the least active children. An even stronger emphasis on how to identify less active children and support their activity may be needed in order to increase their PA and further reduce sedentary behavior time.

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Active Play in ASP –A matched-pair cluster-randomized trial investigating the effectiveness of an intervention in After-school programs for supporting children’s physical activity

10.21203/rs.2.20579/v3 ◽

2020 ◽

Author(s):

Kirsti Riiser ◽

Kåre Rønn Richardsen ◽

Anders Lund Hage Haugen ◽

Siv Lund ◽

Knut Løndal

Keyword(s):

Physical Activity ◽

Sedentary Behavior ◽

First Graders ◽

After School Programs ◽

Matched Pair ◽

After School ◽

School Programs ◽

Cluster Randomized ◽

Sedentary Behavior Time

Abstract Background : Interventions directed at after school programs (ASPs) have the potential to support physical activity (PA) in young children. Research has indicated that interventions that emphasize competence building among the ASP staff can lead to increased PA among the children. The present study evaluates the effectiveness of the Active Play in ASP intervention—a program for ASP staff aimed at supporting physical activity among first graders in ASP. Methods: We used a matched-pair cluster randomized design and included 456 first graders from 14 schools in Norway. From these, 7 ASPs received the intervention (N = 229), while 7 acted as controls (N = 227). Measurements were taken at baseline, immediately post intervention (7 month follow-up) and after a year (19 month follow-up). The primary outcome was moderate to vigorous physical activity (MVPA), which was estimated with predefined cut points of counts per minute (CPM) and expressed as minutes/hour. Secondary outcomes were vigorous and light intensity physical activity (VPA and LPA) and sedentary behavior. The analyses of intervention effects were based on between-group differences in outcome changes between the 3 measurement points and were conducted using a mixed-effects model for repeated measures using categorical time. In exploratory analyses, we investigated gender, baseline body mass index, and baseline CPM as potential effect modifiers. Results: No significant intervention effects was observed on MVPA (0.55 min/hour [99% CI -0.55:1.64]) or on the secondary outcomes, min/hour of LPA, VPA or sedentary behavior. Exploratory analyses indicated that among the 50% least physically active children at baseline, children in intervention ASPs reduced sedentary time from baseline to 19 months follow up by 1.67 min/hour (95% CI -3.12:-0.21) compared to the controls. Conclusions: Although the intervention did not significantly increase the mean MVPA among the children in the intervention ASPs compared to controls, it did seem to have a small effect by reducing sedentary behavior time among the least active children. An even stronger emphasis on how to identify less active children and support their activity may be needed in order to increase their PA and further reduce sedentary behavior time.

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First Graders’ Stationary Behavior in Norwegian After-School Programs: A Mixed Methods Investigation

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18041938 ◽

2021 ◽

Vol 18 (4) ◽

pp. 1938

Author(s):

Knut Løndal ◽

Siv Lund ◽

Anders Lund Hage Haugen ◽

Kirsti Riiser

Keyword(s):

Physical Activity ◽

Sedentary Time ◽

First Graders ◽

After School Programs ◽

After School ◽

Staff Members ◽

School Programs ◽

Close Relationship ◽

Reported Study ◽

Stationary Behavior

After-school programs (ASPs) might influence the activities and behaviors of children. The aim of the reported study was to investigate how stationary behavior unfolds during ASP time in a sample of Norwegian first graders. A total of 42 first graders from 14 ASPs were observed during one entire ASP day. ActiGraph accelerometers were used to measure the intensity of their physical activity (PA). Children were found to be involved in stationary behavior for 54.9% of the studied ASP time—a median of 79.5 min (IQR = 62.0). However, there was considerable variation among the children in the sample. Most stationary behavior—63.5% of all stationary behavior during ASP time—was accumulated when the children were sitting indoors. The proportion of stationary behavior was significantly higher indoors than outdoors, during adult-managed time than child-managed time, and during time spent together with other children than time spent alone (p < 0.05). In child-managed physical activity play outdoors, stationary behavior commonly occurred during short periods of standing still. Stationary behavior was usually rapidly broken up by longer periods of PA. Stationary periods involved activities in close relationship with other children and appeared to be important for social interaction and friendship building. The researchers suggest that ASP staff members should actively promote physical activity play that breaks up sedentary time and replaces some stationary behaviors with PA, especially among the least active children.

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Active Play in ASP –A matched-pair cluster-randomized trial investigating the effectiveness of an intervention in After-school programs for supporting children’s physical activity

10.21203/rs.2.20579/v4 ◽

2020 ◽

Author(s):

Kirsti Riiser ◽

Kåre Rønn Richardsen ◽

Anders Lund Hage Haugen ◽

Siv Lund ◽

Knut Løndal

Keyword(s):

Physical Activity ◽

Sedentary Behavior ◽

First Graders ◽

After School Programs ◽

Matched Pair ◽

After School ◽

School Programs ◽

Cluster Randomized ◽

Sedentary Behavior Time

Abstract Background : Interventions directed at after school programs (ASPs) have the potential to support physical activity (PA) in young children. Research has indicated that interventions that emphasize competence building among the ASP staff can lead to increased PA among the children. The present study evaluates the effectiveness of the Active Play in ASP intervention—a program for ASP staff aimed at supporting physical activity among first graders in ASP. Methods: We used a matched-pair cluster randomized design and included 456 first graders from 14 schools in Norway. From these, 7 ASPs received the intervention (N = 229), while 7 acted as controls (N = 227). Measurements were taken at baseline, immediately post intervention (7 month follow-up) and after a year (19 month follow-up). The primary outcome was moderate to vigorous physical activity (MVPA), which was estimated with predefined cut points of counts per minute (CPM) and expressed as minutes/hour. Secondary outcomes were vigorous and light intensity physical activity (VPA and LPA) and sedentary behavior. The analyses of intervention effects were based on between-group differences in outcome changes between the 3 measurement points and were conducted using a mixed-effects model for repeated measures using categorical time. In exploratory analyses, we investigated gender, baseline body mass index, and baseline CPM as potential effect modifiers. Results: No significant intervention effects was observed on MVPA (0.55 min/hour [99% CI -0.55:1.64]) or on the secondary outcomes, min/hour of LPA, VPA or sedentary behavior. Exploratory analyses indicated that among the 50% least physically active children at baseline, children in intervention ASPs reduced sedentary time from baseline to 19 months follow up by 1.67 min/hour (95% CI -3.12:-0.21) compared to the controls. Conclusions: Although the intervention did not significantly increase the mean MVPA among the children in the intervention ASPs compared to controls, it did seem to have a small effect by reducing sedentary behavior time among the least active children. An even stronger emphasis on how to identify less active children and support their activity may be needed in order to increase their PA and further reduce sedentary behavior time.

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Active Play in ASP –A matched-pair cluster-randomized trial investigating the effectiveness of an intervention in After-school programs for supporting children’s physical activity

10.21203/rs.2.20579/v1 ◽

2020 ◽

Author(s):

Kirsti Riiser ◽

Kåre Rønn Richardsen ◽

Anders Lund Hage Haugen ◽

Siv Lund ◽

Knut Løndal

Keyword(s):

Physical Activity ◽

Sedentary Behavior ◽

First Graders ◽

After School Programs ◽

Matched Pair ◽

After School ◽

School Programs ◽

Cluster Randomized ◽

Sedentary Behavior Time

Abstract Background: Interventions directed at after school programs (ASPs) have the potential to support physical activity (PA) in young children. Research has indicated that interventions that emphasize competence building among the ASP staff can lead to increased PA among the children. The present study evaluates the effectiveness of the Active Play in ASP intervention—a program for ASP staff aimed at supporting physical activity physical activity among first graders in ASP. Methods: We used a matched-pair cluster randomized design and included 456 first graders from 14 schools in Norway. From these, 7 ASPs received the intervention (N = 229), while 7 acted as controls (N = 227). Measurements were taken at baseline, immediately post intervention (7 month follow-up) and after a year (19 month follow-up). The primary outcome was moderate and vigorous physical activity (MVPA), which was estimated with predefined cut points of counts per minute (CPM) and expressed as minutes/hour. Secondary outcomes were vigorous and light intensity physical activity (VPA and LPA) and sedentary behavior. The analyses of intervention effects were based on between-group differences in outcome changes between the 3 measurement points and were conducted using a mixed-effects model for repeated measures using categorical time. In separate models, we investigated gender, baseline body mass, and baseline CPM as potential effect modifiers. Results: The intervention yielded no significant short-term or long-term effects in mean MVPA 0.55 min/hour, (95% CI -0.29: 1.38), VPA, LPA, or sedentary behavior. However, subgroup analyses showed that the intervention group had a significant long-term reduction in sedentary behavior time -1.67 min/hour (95% CI -3.12: -0.21) among the 50% of children who were least active at baseline in comparison to the controls. Conclusions: Although the intervention did not significantly increase the mean MVPA among the children in the intervention ASPs compared to controls, it did seem to have an effect by reducing sedentary behavior time among the least active children. An even stronger emphasis on how to identify less active children and support their activity may be needed in order to increase their PA and further reduce sedentary behavior time.

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