Abstract
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.
Highlights
Children with disabilities often engage in less than the recommended amount of daily physical activity (PA)
The 2020 World Health Organisation guidelines recommend that all children, including those with disabilities, engage in at least an average of 60-min of moderate-tovigorous physical activity (MVPA) per day and limit the amount of time spent engaged in sedentary behaviour [1]
Feasibility in the current study largely considers whether future use of the Australian Joy of Moving (AJoM) program is viable, for example, whether teachers perceive the program to be doable, relevant and sustainable, whether there is demand for the program, whether it is practical and whether it can be implemented and integrated sufficiently in the classroom [56]
Summary
Children 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 Evaluations of these programs in specialist schools are scarce, with even less research into their feasibility and acceptability. The 2020 World Health Organisation guidelines recommend that all children, including those with disabilities, engage in at least an average of 60-min of moderate-tovigorous physical activity (MVPA) per day and limit the amount of time spent engaged in sedentary behaviour [1]. Programs targeting the physical and psychological health of children with disabilities by increasing PA would be of benefit, possibly more so than for typically developing children
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