Abstract
Active play is a novel approach to addressing low physical activity levels and fundamental movement skills (FMS) in children. This study aimed to determine if a new school-based, ‘Go2Play Active Play’ intervention improved school day physical activity and FMS. This was a pragmatic evaluation conducted in Scotland during 2015–16. Participants (n = 172; mean age = 7 years) were recruited from seven primary schools taking part in the 5-month intervention, plus 24 participants not receiving the intervention were recruited to act as a comparison group.189 participants had physical activity measured using an Actigraph GT3X accelerometer at baseline and again at follow-up 5 months later. A sub-sample of participants from the intervention (n = 102) and comparison (n = 21) groups had their FMS assessed using the Test of Gross Motor Development (TGMD-2) at baseline and follow-up. Changes in school day physical activity and FMS variables were examined using repeated measures ANOVA. The main effect was ‘group’ on ‘time’ from baseline to follow-up. Results indicated there was a significant interaction for mean counts per minute and percent time in sedentary behavior, light intensity physical activity and moderate to vigorous physical activity (MVPA) (all p < 0.01) for school day physical activity. There was a significant interaction for gross motor quotient (GMQ) score (p = 0.02) and percentile (p = 0.04), locomotor skills score and percentile (both p = 0.02), but no significant interaction for object control skills score (p = 0.1) and percentile (p = 0.3). The Go2Play Active Play intervention may be a promising way of improving physical activity and FMS but this needs to be confirmed in an RCT.
Highlights
Systematic reviews have provided high-quality evidence to support the role of physical activity in childhood, moderate to vigorous physical activity (MVPA), on improving health-related behaviors such as weight management; risks of cardiovascular disease, type 2 diabetes and high blood pressure (Janssen and Leblanc, 2010; Timmons et al, 2012)
School day physical activity At baseline, the intervention and comparison group were similar in percent time in sedentary behavior and light physical activity but the comparison group had a higher mean counts per minute (p = 0.03) and percent time in MVPA (p = 0.02)
The comparison group showed a decrease in mean counts per minute (− 65 cpm, p = 0.1), an increase in percent time: in sedentary behavior (0.1%, p = 1.0) and light physical activity (1.7%, p = 0.5), and a decrease in percent time in MVPA (−1.8%, p = 0.04)
Summary
Systematic reviews have provided high-quality evidence to support the role of physical activity in childhood, moderate to vigorous physical activity (MVPA), on improving health-related behaviors such as weight management; risks of cardiovascular disease, type 2 diabetes and high blood pressure (Janssen and Leblanc, 2010; Timmons et al, 2012). One neglected area of research is the possible role of active play in increasing children's physical activity. Using large muscle groups to expend energy in physical activity which is unstructured, freely chosen and fun (Truelove et al, 2016). It has the potential for population-wide gains in habitual physical activity and MVPA levels if engagement is increased (Janssen, 2014; Tremblay et al, 2014)
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