Physical Activity Interventions For Children Research Articles

Behavior Change Techniques Involved in Physical Activity Interventions for Children With Chronic Conditions: A Systematic Review.

Behavior change techniques (BCTs) have been extensively used in physical activity interventions for children, however, no systematic reviews have synthesized their effects. The present review aimed to identify the most promising BCTs used in physical activity interventions associated with (i) increased physical activity behavior and (ii) positive psychosocial outcomes in children with chronic conditions. A systematic search of 6 databases identified 61 articles as eligible for inclusion. Data, including BCTs, were extracted from these studies and analyzed descriptively. Due to the heterogeneity of interventions, chronic conditions, and outcome measures, a meta-analysis was not conducted. Social support (unspecified), graded tasks, generalization of target behavior, and credible source were the most commonly reported and most promising (i.e., present in 2+ studies evidencing significant effects) BCTs across all studies. These BCTs were found to be especially relevant to improving psychosocial outcomes in the short- and long-term and improving physical activity behaviors in the long-term. Meanwhile, to improve short-term physical activity behaviors, in addition to social support (unspecified), action planning, goal setting (behavior), and problem solving were found to be promising BCTs. The BCTs identified in this review may be relevant to incorporate when planning future interventions to support physical activity and psychosocial outcomes for children with chronic conditions.

Virtual fitness buddy ecosystem: a mixed reality precision health physical activity intervention for children

6–11-year-old children provide a critical window for physical activity (PA) interventions. The Virtual Fitness Buddy ecosystem is a precision health PA intervention for children integrating mixed reality technology to connect people and devices. A cluster randomized, controlled trial was conducted across 19 afterschool sites over two 6-month cohorts to test its efficacy in increasing PA and decreasing sedentary behavior. In the treatment group, a custom virtual dog via a mixed reality kiosk helped children set PA goals while sharing progress with parents to receive feedback and support. Children in the control group set PA goals using a computer without support from the virtual dog or parents. 303 children had 8+ hours of PA data on at least one day of each of the 3 intervention time intervals. Conversion of sedentary time was primarily to light-intensity PA and was strongest for children with low baseline moderate-to-vigorous PA than children above 45 min of baseline moderate-to-vigorous PA. Findings suggest that the VFB ecosystem can promote sustainable PA in children and may be rapidly diffused for widespread public health impact.

Feasibility of a physical activity intervention for children and adolescents with anxiety and depression

BackgroundPhysical activity is identified as a key modifiable factor towards good short- and long-term mental health and has shown positive effects on anxiety and depression in children and adolescents. However, physical activity-based interventions are not a part of standard mental health care and evidence on the effect of such interventions is still lacking. A transdiagnostic, physical activity-based intervention was developed as a supplement to routine clinical care for youth in specialized child and adolescent mental health services.Methods/design.The feasibility of the physical activity intervention (Confident, Active, and Happy Youth) was evaluated in an open-label study by assessing the recruitment process, acceptability, intervention suitability, contentment, and preliminary intervention effects in the form of youth and parent-rated anxiety and depressive symptoms. Physical activity levels were objectively measured using Actigraph™ physical activity sensors, and progression to a definitive study was evaluated in accordance with a priori criteria.ResultsIn total 21 of 25 eligible youth consented to participate, two dropped out of the intervention and 19 completed (76% of eligible participants). The retention rate among consenting participants was 89% and mean attendance to sessions was 83%. The suitability of the intervention was rated as good by the youth and their parents, and intervention contentment was rated high. Changes in youth and parent-rated symptom measures following the intervention were negligible, except for parent-rated anxiety symptoms assessed at 10-month follow-up. Accelerometer data indicated lower levels of moderate to vigorous activity during sessions than intended. No adverse effects were noted.ConclusionThis feasibility study met the pre-determined progression criteria to a definitive study. Thus, a larger trial with longer follow-up should be conducted to explore the effect of the intervention.Trial registrationClnicalTrials.gov, NCT05049759. Retrospectively registered, 20.09.2021.

Combined Virtual-Reality- and Gym-Based Physical Activity Intervention for Children With a Developmental Disability: Effects on Physical Activity Levels, Motor Skills, and Social Skills.

This study examined the effects of a combined virtual-reality- and gym-based physical activity (PA) program on PA levels, motor skills, and social skills of children with a developmental disability (DD). Twenty-five children with DD were randomly assigned to experimental and control groups. The intervention was conducted for 60min, two times a week, for 12weeks. Pre- and postintervention assessments encompassing PA levels measured via Gravity Estimator of Normal Everyday Activity, motor skills evaluated using the Test of Gross Motor Development-Third Edition, and social skills gauged via the Social Skills Rating System-Parent were conducted. Additionally, a follow-up assessment was administered to the experimental group 12weeks postintervention. The findings unequivocally demonstrate that the combined virtual-reality- and gym-based PA program yielded significant enhancements in PA levels, motor skills, and social skills among children with DD in the experimental group. Notably, these improvements were sustained 12weeks after the intervention. These findings may help professionals develop and implement better PA programs for children with DD.

The Effects of Physical Activity Interventions in Children with Autism Spectrum Disorder: a Systematic Review and Network Meta-analysis

AbstractWe conducted a network meta-analysis to assess and rank the efficacy of different physical activities on motor function, social function, communication, and stereotyped behavior in children with autism spectrum disorder. PubMed, EBSCO, Cochrane Library, and Web of Science databases were searched through May 25, 2023. A total of 37 studies involving 1200 participants and 17 interventions were included in our study. Based on the ranking probabilities, Tai Chi Chuan and fundamental motor skill intervention were ranked as possibly the most effective intervention for motor function and communication, respectively. Kata techniques had the highest probability of being best for stereotyped behavior and social function. This review provides valuable information that physical activity can be a useful strategy in the management of autism spectrum disorder.

Evaluation of a pilot physical activity intervention for children with ADHD symptoms and reading difficulties

AbstractPhysical activity (PA) benefits children's cognition, in particular executive functions (EF). Children with Attention Deficit Hyperactivity Disorder (ADHD), Reading Difficulties (RD) and co‐occurring ADHD/RD have low levels of PA and difficulties with EF. This study evaluated a PA programme to determine recruitment, attrition, feasibility (e.g. in‐school or after‐school hours), intensity of PA during the programme and effect sizes. Outcomes evaluated were EF, academic attainment and social and emotional behaviour. Sixty‐nine children (35 males) aged 7–13 years participated in a delayed control design. The sample comprised 15 children with RD, 15 with high levels of ADHD symptoms, 15 with co‐occurring RD and ADHD symptoms and 24 typically developing children. Thirty‐one of the participants took part in a 12 week PA intervention designed to enhance cognition and 38 acted as a control group. The control group subsequently received the intervention and data was combined for analysis. The study was successful in recruiting participants for the intervention; more success was observed for in‐school than after‐school hours. Participants spent 46% (SD = 14) of the intervention in Moderate‐to‐Vigorous intensity PA (MVPA). A significant effect of time‐point (pre‐ vs. post‐intervention) was found for inhibition and visuospatial working memory (η2 = 0.11 and 0.18 respectively). There was no interaction with symptomatology though; all groups had higher scores on EF tasks after the intervention. It is possible to recruit and retain participants with ADHD symptoms and reading difficulties to a school‐based PA programme and adherence to measurements was good. Taking part in the programme may improve inhibition and visuospatial working memory and reduce symptomatology suggesting this is a potential source of remediation which should be explored.

Promoting mental health in children and adolescents with disabilities through school-based physical activity intervention during the COVID-19 pandemic

BackgroundChildren and adolescents with disabilities had lower levels of physical activity (PA) and mental health than their typically developing peers during the COVID-19 pandemic. ObjectivesThis study aimed to examine the effects of school-based PA intervention on quality of life (QoL) and self-concept (SC) in children and adolescents with intellectual disabilities (IDs), physical disabilities (PDs), and hearing impairments (HIs). MethodsFifty-eight participants with disabilities (Mage = 15.0 ± 2.2 years) were recruited from five Hong Kong special schools during the COVID-19 pandemic. School-based PA intervention included (un)structured PA, teacher training, and parental involvement. PA levels, QoL, and SC were measured by the Physical Activity Questionnaire for Older Children, Pediatric Quality of Life Inventory, and Physical Self-Description Questionnaire Short Form, respectively. PROCESS macro, linear mixed model, two-way ANOVAs, and linear regression were used in the data analyses. ResultsThere were positive intervention effects on PA levels (Mean Difference [MD] = 0.33, 95% CI [0.06, 0.60]) and SC (MD = 0.38, 95% CI [0.03, 0.73]) in participants with disabilities; and social QoL (MD = 14.10, 95% CI [0.43, 27.78]) only in participants with IDs. SC improvement significantly mediated the relationship between PA and QoL improvements in participants with disabilities (β = 0.304, R2 = 26%) and males (β = 0.463, R2 = 10%). Contextual factors significantly moderated PA levels and mental health. ConclusionSchool-based PA intervention improved QoL through positive changes in SC in children and adolescents with disabilities during the COVID-19 pandemic. Future studies should consider stress, anxiety, and depression to explore the effectiveness of school-based PA intervention in children and adolescents with disabilities.

Parental and familial factors related to participation in a home-based physical activity intervention in children with obesity or Prader-Willi syndrome

BackgroundIncreasing physical activity (PA) participation is vital to promote the development of health behaviors in childhood. This study examined which parental and familial factors predicted completion of and compliance with a home-based family PA program in a cohort of families with a child with Prader-Willi syndrome (PWS; a rare disorder with obesity and developmental disability) or with obesity but with neurotypical development. MethodsParticipants (n = 105) were parents of children with PWS (n = 41) and parents of children with obesity but without PWS (n = 64). Parents completed a series of questionnaires documenting their demographic characteristics, self-efficacy, social support, and family environment (active-recreational orientation and cohesion). Relationships between these factors and intervention completion and compliance were evaluated using bivariate correlations and logistic regression (compliance) and multiple regression (completion) analyses with groups together and then separately if the child group was a significant predictor. ResultsNone of the variables of interest (marital status, employment, employed hours per week, self-efficacy, social support, and family environment) were significant predictors of intervention completion. Intervention compliance was negatively associated with parents working part-time and working full-time and positively associated with family cohesion (Model R2 = 0.107, F(3,100) = 4.011, p = .010). Child group was not a factor. ConclusionsCompliance with a 24-week family home-based PA intervention was related to fewer employment hours of the primary caregiver and family environment factors. Future interventions should consider how to reduce the intervention's burden in working parents along with strategies to foster family cohesion.

Physical Activity Interventions for Improving Cognitive Functions in Children With Autism Spectrum Disorder: Protocol for a Network Meta-Analysis of Randomized Controlled Trials.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects millions of children worldwide, with a current prevalence of approximately 1 in 54 children in the United States. Although the precise mechanisms underlying ASD remain unclear, research has shown that early intervention can have a significant impact on cognitive development and outcomes in children with ASD. Physical activity interventions have emerged as a promising intervention for children with ASD, but the efficacy of different types of interventions remains unclear. This study protocol aims to update the knowledge on extant literature and explore the efficacy of physical activity intervention strategies on cognitive functions in children with ASD. A systematic review and network meta-analysis (NMA) will be conducted following the PRISMA-NMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols for Network Meta-Analyses) statement. A total of 9 bibliographic databases (APA PsycInfo, CENTRAL, Dimensions, ERIC, MEDLINE Complete, PubMed, Scopus, SPORTDiscus, and Web of Science) will be systematically searched to screen eligible articles based on a series of inclusion and exclusion criteria. A study will be considered for inclusion if it is not classified as a systematic review with or without meta-analysis, was published from inception to present, includes children aged 0 to 12 years with ASD, quantitively measures cognitive outcomes, and examines treatment comprising at least 1 physical activity intervention strategy. The internal validity and quality of evidence will be evaluated using the Grading of Recommendations Assessment, Development, and Evaluation framework. Statistical analyses will be performed in the RStudio software (version 3.6; RStudio Inc) with the BUGSnet package and the Comprehensive Meta-Analysis software (version 3.3; Biostat Inc). The results of our NMA will be illustrated through network diagrams accompanied by geometry and league tables. Further, to rank the interventions based on their efficacy, we will use the surface under the cumulative ranking curve. Our preliminary search identified 3778 potentially relevant studies. The screening of the studies based on the inclusion and exclusion criteria is ongoing, and we anticipate that the final number of eligible studies will be in the range of 30 to 50. This study will provide a comprehensive review of the literature on physical activity interventions for children with ASD and will use NMA to compare the efficacy of different types of interventions on cognitive outcomes. Our findings will have important implications for clinical practice and future research in this area and will contribute to the growing body of evidence supporting the use of physical activity interventions as a key component of early intervention for children with ASD. PROSPERO CRD42021279054; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=279054. DERR1-10.2196/40383.

Physical activity of children with visual impairments: intentions and behaviors of parents post intervention

Purpose Physical activity (PA) can provide multiple benefits for children with visual impairments (VI). To date, little research has explored the retention effects of PA interventions for children with VI. Thus, the purpose of this study was to explore the PA experiences of parents of children with VI three months after completing a PA intervention. Method This descriptive-qualitative study was situated in the Theory of Planned Behavior. Five parents completed semi-structured interviews that were transcribed and analyzed using a thematic line-by-line analysis. Results Four themes characterizing how parents created PA opportunities for their children with VI were constructed: (a) Teaching from Awareness (b) Advocating for Needs, (c) Engaging Family through Community, and (d) Seeking More PA Opportunities. Conclusion Parent’s awareness of their child’s abilities, parents’ advocacy, and parents’ teaching skills all helped to expose their children to new types of PA in the community. Parents reflected about a lack of consistently offered community-based PA for their children. Researchers must consider the importance of educating parents on how to teach skills, increase awareness, and advocate for more community-based PA programs.

Umbrella Systematic Review and Meta-Analysis: Physical Activity as an Effective Therapeutic Strategy for Improving Psychosocial Outcomes in Children and Adolescents

Physical activity (PA) interventions are part of many interdisciplinary programs for the management of children and adolescents with or without physical or psychological conditions or disabilities. Aiming to summarize the available evidence, we conducted an umbrella review of meta-analyses of PA interventions that included psychosocial outcomes in populations of children and adolescents. Literature searches were conducted in PubMed, Cochrane Central, Web of Science, Medline, SPORTDiscus, and PsychInfo from January 1, 2010, to May 6, 2022. Meta-analyses of randomized and quasi-randomized studies investigating the efficacy of PA interventions for psychosocial outcomes in children and adolescents were included. Summary effects were recalculated using common metric and random-effects models. We assessed between-study heterogeneity, predictive intervals, publication bias, small study effects, and whether the results of the observed positive studies were greater than expected due to chance. On the basis of these calculations, strength of associations was assessed using quantitative umbrella review criteria, and credibility of evidence was assessed using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach. Quality was assessed using the AMSTAR 2 tool. This study is registered with the Open Science Framework, https://osf.io/ap8qu. A total of 112 studies from 18 meta-analyses generating 12 new meta-analyses comprising 21,232 children and adolescents in population groups including attention-deficit/hyperactivity disorder, cancer, cerebral palsy, chronic respiratory diseases, depression, neuromotor impairment, and obesity and in general populations were included. PA interventions were efficacious in reducing psychological symptoms in all meta-analyses across the different population groups using random-effects models. However, umbrella review criteria suggested a weak strength of association for this outcome, and GRADE credibility of evidence ranged from moderate to very low. For psychological well-being, 3 out of 5 meta-analyses identified significant effects, but the strength of these associations was weak, and GRADE credibility of evidence ranged from moderate to very low. Similarly, for social outcomes, meta-analyses reported a significant summary effect, but the strength of association was weak, and GRADE credibility of evidence ranged from moderate to very low. For self-esteem, one meta-analysis in children with obesity failed to show any effect. Even though existing meta-analyses suggested a beneficial effect of PA interventions on psychosocial outcomes across different population groups, the strength of associations was weak, and the credibility of evidence was variable depending on the target population, outcome, and condition or disability. Randomized studies of PA interventions in children and adolescents with and without different physical and psychological conditions or disabilities should always include psychosocial outcomes as an important dimension of social and mental health. Prenatal Maternal Infection and Adverse Neurodevelopment: A Structural Equation Modelling Approach to Downstream Environmental Hits; https://osf.io/; ap8qu.

Psychological outcomes of classroom-based physical activity interventions in children 6- to 12-year-olds: A scoping review

This scoping review synthesizes the evidence of the psychological outcomes of physical activity interventions in the classroom in children aged 6 to 12 years and describes the characteristics of the physical activity interventions implemented. We systematically searched in databases MEDLINE, SCOPUS, PsycINFO, ScienceDirect, Web of Science and SciELO, of randomized control trials published up to July 2020 of classroom-based physical activity interventions with children´s psychological health variables as outcomes. Sixteen trials (14,877 participants) with children aged 6 to 12 years were included. There were significant effects on several indicators of: a) psychological health outcomes: well-being, self-esteem, body image satisfaction b) self-efficacy and motivation to physical activity and c) behavior inside the classroom: self-regulation, bullying and disruptive behavior. The most effective interventions are those that included physical activity integrated into the curriculum 2-5 times a week, in sessions between 4' to 10', implemented mainly by the classroom teacher and with audio-visual support. However, the heterogeneity in program designs did not allow definitive conclusions. While psychological outcomes are mainly primary outcomes in the interventions studied, more evidence is required on other indicators of psychological health such as mental health symptoms. In addition, studies need to employ objective measures of physical activity to a better comprehension of their effects on psychological health of schoolchildren. Keywords: Physical Activity; Children; Psychological health; Schools; Intervention; Scoping review.

Design and methods of a randomized web-based physical activity intervention among children with cancer: A report from the Children's Oncology Group

BackgroundPromoting physical activity soon after treatment for childhood cancer may benefit health because sedentary lifestyle during curative therapy may perpetuate physical and emotional complications. The primary goals of this study are to evaluate the effects of a 6-month web-based, rewards-based physical activity intervention on fitness, biomarkers of cardiometabolic health, inflammation, adipokine status, quality of life and school attendance, and determine if effect of intervention on markers of cardiometabolic health is mediated by changes in fitness. The primary outcome of interest is fitness (physiological cost index, six-minute walk test) measured at end of intervention. MethodsThis ongoing study is a two-arm, prospective, randomized design with accrual goals of 192 children for intervention and control groups. Children ≥8 years and < 16 years of age, not meeting recommended levels of physical activity, who completed therapy within the past 12 months are eligible. Both groups receive: 1) educational materials encouraging physical activity, 2) activity monitor, 3) access to web-based interface designed to motivate physical activity, 4) rewards based on physical activity levels, and 5) access to their activity data on the web-interface. Those randomized to intervention: 1) can view others' activity and interact with other participants, and 2) receive rewards based on physical activity levels throughout the intervention (vs. at the end of the intervention for control group). ConclusionUnique, scalable, and portable physical activity interventions that motivate young survivors are needed. This study will inform future web-based physical activity interventions for children with cancer by demonstrating effects of rewards and social interaction. Clinical trialsClinicalTrials.gov Identifier: NCT03223753; COG Identifier: ALTE1631.

Potential Role of Physical Activity Intervention for Children with Autism Spectrum Disorder: A Study Protocol

Children with Autism Spectrum Disorder (ASD) commonly have difficulties with executive function abilities and motor skills that might complicate their learning. Literatures have shown on the possible role of physical activity to intervene the effects on the executive functions and motor skills. The present study is proposed to examine the executive functions (EF) and motor skills (MS) of children with ASD, and the possible role of physical activity intervention to affect the EF and MS of children with ASD. The relevant domains of EF which include working memory, planning, inhibition and cognitive flexibility will be examined and compared between children with ASD who receive the physical activity intervention and those who do not. In addition, differences in gross motor skills will be compared between children with ASD who receive the physical activity intervention and those who do not. The data will be collected from children with ASD from the Department of Special Education under Ministry of Education Malaysia and Special Needs NGO centres in Selangor and Klang Valley, Malaysia (N=60). The children with the age range of 6-10 years old, bilingual in English and Malay and able to participate in physical activity or physical education class age range 6-10 years old will be targeted. All participants will be randomly and equally assigned into an experimental and a control group. The pre-intervention scores of executive functions will be obtained for both groups based on the Colour-Word Interference Test, Tower of Hanoi task and Number-Letter Sequencing Test. The scores of gross motor skills will be obtained from the Test of Gross Motor Development (TGMD-2). Then, the children in the experimental group will receive the physical activity intervention which is 15-20 minutes of jogging that will be conducted twice a week for a 12 weeks period. Meanwhile, the children in the control group will be shown an exercise-related video for the same duration. After 12 weeks, the post-intervention scores for the executive functions and motor skills will be recorded again for both groups. Statistical analyses testing the effect of physical activity on EF will be conducted separately by using a 2 (Group: experimental vs control) x2 (time: pre-test vs post- test) mixed ANOVA and testing the effect of physical activity on MS will be conducted by using a 2 (Group: experimental vs control) x2 (time: pre-test vs post- test) mixed ANOVA as well. It is expected that children with ASD who undergo physical activity intervention will demonstrate significant increase in the executive function scores and motor skills scores compared to those who do not undergo the physical activity intervention. The study is expected to add to the current literatures on understanding the potential role of physical activity intervention for children with ASD in improving their executive function and gross motor skills and mechanisms to optimise their learning experience. &#x0D; &#x0D; Keywords: Executive function, motor skills, physical activity intervention, ASD, children.

Physical Activity Interventions in Children with Juvenile Idiopathic Arthritis: A Systematic Review of Randomized Controlled Trials.

IntroductionChildren with juvenile arthritis (JA) experience pain, stiffness, fatigue, and decreased motion leading to difficulties with daily activities and low physical activity (PA). PA is critical to improve health and function and mitigate JA-associated symptoms. This study evaluated the evidence for PA interventions in children with JA.Materials and MethodsA systematic review of randomized controlled trials (RCTs) of PA interventions in children with JA was conducted. Ovid (Medline), Cochrane Library, EMBASE, and CINAHL databases were searched for papers published in English between 1/1/1946 and 9/1/2021. Studies which concurrently assessed medical interventions were excluded. Participant and intervention characteristics and outcomes were extracted. Study internal validity and intervention attributes were assessed.ResultsA total of 555 studies were identified, with 13 studies from 10 countries included. Data from 672 children diagnosed with juvenile idiopathic arthritis (JIA) (range of mean ages, 8.7 to 16.1 years) were analyzed. Fifty-two percent of intervention arms incorporated strengthening exercise alone or combined with other exercise, with 61.9% performed 3x/week. About 43.5% of sessions lasted >45 to ≤60 minutes and 65.2% of programs were ≥12 to <28 weeks. PA interventions improved function and symptoms without adverse events. Intervention details were missing especially regarding PA intensity, reasons for dropouts, and adherence. Only two studies incorporated strategies to promote adherence.DiscussionRCTs of PA interventions in JA only include JIA. Available RCTs used mixed modes of interventions. Reporting of PA interventions lacks sufficient detail to discern the dose-response relationship. Strategies to motivate engagement in PA and to support families to promote PA are lacking, as are studies of long-term outcomes.ConclusionThere are limited RCTs of PA interventions in JIA. Adherence was better with low intensity programs. PA interventions for JIA yield positive health benefits but better reporting of PA intervention details is needed to generate more high-quality evidence and inform clinical practice.Prospero RegistrationMaura Iversen, Johan von Heideken, Marie Andre. Physical Activity in Children with Rheumatic Diseases: a systematic review. PROSPERO 2021 CRD42021274634 Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021274634.

Parents' Reports of Children's Physical and Sedentary Behavior Engagement among Parents in Weight Management.

Background: The purpose of this study was to explore the associations between demographics, family exercise participation, family discouragement of exercise, and the children’s physical and sedentary behaviors to identify specific areas of physical activity intervention for children with parents engaged in medical weight management (MWM). Methods: Parents (n = 294) of children aged 2–18 years old were recruited from two university MWM programs to complete a one-time survey. Bivariate analyses tested associations. Results: Parents reported that sedentary activity was higher for children who identified as racial minorities (t(141) = −2.05, p < 0.05). Mobile phone and tablet use was higher for adolescents compared to school age and young children (H(2) = 10.96, p < 01) Exercise game use was higher for racial minority children compared to white children (U = 9440.5, z = 2.47, p ≤ 0.03). Male children (t(284) = 1.83, p < 0.07), children perceived to have a healthy weight status (t(120) = 4.68, p < 0.00), and younger children (t(289) = 1.79, p < 0.08) all engaged in more strenuous physical activity. Family exercise participation (t(162) = −2.93, p < 0.01) and family discouragement of exercise (U = 7813.50, z = −2.06, p ≤ 0.04) were significantly higher for children in racial minority families. Conclusions: Future work should determine methods to engage children and their parents participating in MWM in physical activities together to ensure that the changes the parents are making with MWM are sustainable.

Dog-Assisted Physical Activity Intervention in Children with Autism Spectrum Disorder: A Feasibility and Efficacy Exploratory Study

ABSTRACT Integrating a therapy dog into physical activity sessions may help children with autism spectrum disorder (ASD) to increase physical activity and gain-related health benefits. This exploratory intervention assessed the feasibility of integrating a therapy dog into exercise sessions and its efficacy to improve physical activity outcomes in children with ASD. After two familiarization sessions, we randomly assigned 18 children with ASD (mean age = 10.1, SD = 2.5) into two groups (n = 9). We used a crossover design and randomized groups to attend a weekly physical activity session with or without a therapy dog for four weeks. Each group had two sessions with the presence of 1–2 therapy dogs and two sessions without a therapy dog. We assessed feasibility by measuring participant attendance to the crossover sessions and retention in the intervention. We measured efficacy by recording light physical activity, moderate to vigorous physical activity (MVPA), number of bone-impacts, and sedentary time using activity monitors (accelerometers) in each session. We compared physical activity outcomes between the crossover sessions with and without a therapy dog using repeated measures MANOVA. Attendance at the sessions was 92% and the retention rate was 90%. Participants had 13% more minutes of light physical activity (mean difference = 3.5 min; 95% CI: 1.2, 5.8 min) and 22% less sedentary minutes (–2.4; –4.3, –0.1) in the sessions with a therapy dog. MVPA and the number of bone-impacts did not differ between the sessions (p > 0.05). Our results suggest that integrating therapy dogs into physical activity sessions is feasible and it increases light physical activity and decreases sedentary time in children with ASD.

Scaling the Virtual Fitness Buddy Ecosystem as a School-Based Physical Activity Intervention for Children.

Childhood obesity is a growing concern as it can lead to lifelong health problems that carry over into adulthood. A substantial contributing factor to obesity is the physical activity (PA) habits that are formed in early childhood, as these habits tend to sustain throughout adulthood. To aid children in forming healthy PA habits, we designed a mixed reality system called the Virtual Fitness Buddy ecosystem, in which children can interact with a virtual pet agent. As a child exercises, their pet becomes slimmer, faster, and able to play more games with them. Our initial deployment of this project showed promise but was only designed for a short-term intervention lasting three days. More recently, we have scaled it from a pilot grade study to a 9-month intervention comprised of 422 children. Ultimately, our goal is to scale this project to be a nationwide primary prevention program to encourage moderate to vigorous PA in children. This article explores the challenges and lessons learned during the design and deployment of this system at scale in the field.

Barriers and Facilitators to Conducting Physical Activity Interventions in Children's Camps

Barriers and Facilitators to Conducting Physical Activity Interventions in Children's Camps

WhatsApp-Based Physical Activity Intervention for Children With Autism Spectrum Disorder During the Novel Coronavirus (COVID-19) Pandemic: A Feasibility Trial.

The aim of this study was to evaluate the feasibility and potential efficacy of a WhatsApp-based physical activity for children with autism spectrum disorder (ASD). Fourteen parents and their children with ASD participated in the study. The intervention included parents conducting physical activities with their children with ASD for 4 weeks. Physical activity contents were provided to parents via the WhatsApp group. The data were collected through the Leisure Time Exercise Questionnaire and a feasibility questionnaire adapted from previous studies examining the feasibility of web-based physical activities. Parents reported that WhatsApp-based physical activities were a feasible intervention to increase the physical activity level of their children with ASD and stated that the contents of the physical activity shared in the WhatsApp group were useful. The findings provided preliminary evidence for the use of WhatsApp-based physical activities to increase the physical activity level of children with ASD who stay at home due to the pandemic.