A Loose Parts Randomized Controlled Trial to Promote Active Outdoor Play in Preschool-aged Children: Physical Literacy in the Early Years (PLEY) Project.

Natalie E Houser,Jane Cawley,Michelle Stone,Laurene Rehman,Sara Kirk,Joan Turner,Daniel Rainham,Angela Kolen

doi:10.3390/mps2020027

Abstract

BACKGROUND: The Physical Literacy in the Early Years (PLEY) intervention is a randomized mixed-methods controlled trial focused on embedding loose parts materials into the outdoor play spaces of regulated child care centres across Nova Scotia. The aim is to evaluate the efficacy of the PLEY intervention versus standard regulated childcare practice in influencing thoughts and behaviors of children, parents, and educators. METHODS: Participating early child care centres (n = 19) were randomly assigned to intervention or control sites. Intervention sites received loose parts kits at the beginning of the project while control sites received kits upon project completion. The kits included items such as rocks, tree cookies, balls, wood planks, tubes, tires, ropes, and pulleys. Children (n = 183 at baseline) had their physical activity (accelerometers) and movement skills (TGMD-3 and PGMQ) measured before and after the intervention. All centres provided responses to environmental surveys (Go NAP SACC and Site Context Questionnaire), and educators in intervention sites participated in focus group and photovoice sessions. Educators were also provided with a full day professional development opportunity (plus ongoing mentoring) focused on physical activity, physical literacy, outdoor play, risk-taking, and loose parts. Parents participated in an interview addressing active outdoor play, physical literacy, and attitudes towards risk taking during play. DISCUSSION: This study will provide a better understanding of how integrating loose parts materials into outdoor play spaces impacts children’s health, and the impact on educator and parent attitudes, beliefs, and understanding around physical literacy, active outdoor play and risk-taking during play.

Highlights

IntroductionPhysical activity (PA) participation in the early years (age 0–4 years) and in school-aged children and youth (age 5–17 years) is associated with a wide range of physiological, psychological and socio-emotional health benefits that can track into adulthood, and importantly, contribute to a decreased risk of chronic disease [1]
Physical activity (PA) participation in the early years and in school-aged children and youth is associated with a wide range of physiological, psychological and socio-emotional health benefits that can track into adulthood, and importantly, contribute to a decreased risk of chronic disease [1]
As the purpose of this paper is to describe the purpose, study design and methodology of the Physical Literacy in the Early Years (PLEY) loose parts intervention, no results are included in this paper

Summary

Introduction

Physical activity (PA) participation in the early years (age 0–4 years) and in school-aged children and youth (age 5–17 years) is associated with a wide range of physiological, psychological and socio-emotional health benefits that can track into adulthood, and importantly, contribute to a decreased risk of chronic disease [1]. Limiting sedentary behavior (SB), screen time [5] and attaining optimal levels of sleep (quality and quantity) [6] are critical for healthy growth and development during the early years While these movement behaviors are often studied in isolation in relation to health outcomes in childhood, emerging evidence is showing that they interact with one another to impact children’s health [7,8,9]. Comprehensive 24-h movement guidelines are available for the early years [10] and school-aged children and youth [11] These guidelines outline a whole day approach to movement and highlight the importance of maintaining health behaviors (PA, sleep and limited SB) across a child’s day. DISCUSSION: This study will provide a better understanding of how integrating loose parts materials into outdoor play spaces impacts children’s health, and the impact on educator and parent attitudes, beliefs, and understanding around physical literacy, active outdoor play and risk-taking during play

Objectives

Methods

Findings

Conclusion