A Playground Training to Improve Children's Health After-school and During Recess: The PLAYground Project

NCT05470621 | Completed

• 1 other identifier: STUDY00015985
• Study Type: interventional
• Target: 294
• Locations: 1 country
• Sites: 1

Brief Summary

Schools are critical settings to foster children's health. The purpose of this two-year cluster-randomized trial is to enhance both the after-school and recess settings to provide children with knowledge and skills to facilitate active and inclusive play. The primary aim of the project is to assess the impact of a playground curriculum intervention on children's physical, social, emotional, and behavioral health. The secondary aim of the project to understand the appropriateness, feasibility, fidelity, and sustainability of implementing a playground curriculum in after-school and recess settings.

Conditions

Physical Inactivity; Social Skills; Behavior, Child

Keywords

Physical Activity; Schools

Outcome Measures

Primary Outcomes (21)

• Mean change in accelerometer-derived physical activity from baseline to six months

  Accelerometer counts of sedentary, light-, and moderate-to-vigorous physical activity levels will be segmented and processed separately to determine physical activity during recess, during school, during after-school programming, out of school, and on weekends.

  Baseline (month 0) and Post-intervention (approximately 6 months)

• Mean change in accelerometer-derived physical activity from baseline to 12 months

  Accelerometer counts of sedentary, light-, and moderate-to-vigorous physical activity levels will be segmented and processed separately to determine physical activity during recess, during school, during after-school programming, out of school, and on weekends.

  Baseline (month 0) and Post-intervention (approximately 12 months)

• Mean change in accelerometer-derived physical activity from baseline to 18 months

  Accelerometer counts of sedentary, light-, and moderate-to-vigorous physical activity levels will be segmented and processed separately to determine physical activity during recess, during school, during after-school programming, out of school, and on weekends.

  Baseline (month 0) and Post-intervention (approximately 18 months)

• Mean change in student-reported personal (emotional) health from baseline to 6 months

  Child-reported personal health (enjoyment, knowledge, and self-efficacy) will be collected through questionnaire with Discrete Emotions in Physical Education Scale (DEPES).

  Baseline (month 0) and Post-intervention (approximately 6 months)

• Mean change in student-reported personal (self-efficacy) health from baseline to 6 months

  Child-reported personal health (enjoyment, knowledge, and self-efficacy) will be collected through questionnaire with Metacognitive Process in Physical Education Questionnaire.

  Baseline (month 0) and Post-intervention (approximately 6 months)

• Mean change in student-reported personal (social) health from baseline to 6 months

  Child-reported personal health (enjoyment, knowledge, and self-efficacy) will be collected through questionnaire with Saunders psychosocial influences on physical activity scale.

  Baseline (month 0) and Post-intervention (approximately 6 months)

• Mean change in student-reported environmental health from baseline to 6 months

  Child-reported environmental health (peer relationships) will be collected through questionnaire with the ECLS-K peer relationship scale.

  Baseline (month 0) and Post-intervention (approximately 6 months)

• Mean change in student-reported behavioral health from baseline to 6 months

  Child-reported behavioral health (social and emotional learning) will be collected through questionnaire with the Social and Emotional Learning module of the California Healthy Kids Survey.

  Baseline (month 0) and Post-intervention (approximately 6 months)

• Mean change in student-reported personal (emotional) health from baseline to 12 months

  Child-reported personal health indicators (enjoyment, knowledge, and self-efficacy) will be collected through questionnaire with Discrete Emotions in Physical Education Scale (DEPES).

  Baseline (month 0) and Post-intervention (approximately 12 months)

• Mean change in student-reported personal (self-efficacy) health from baseline to 12 months

  Child-reported personal health indicators (enjoyment, knowledge, and self-efficacy) will be collected through questionnaire with Metacognitive Process in Physical Education Questionnaire.

  Baseline (month 0) and Post-intervention (approximately 12 months)

• Mean change in student-reported personal (social) health from baseline to 12 months

  Child-reported personal health indicators (enjoyment, knowledge, and self-efficacy) will be collected through questionnaire with Saunders psychosocial influences on physical activity scale.

  Baseline (month 0) and Post-intervention (approximately 12 months)

• Mean change in student-reported environmental health from baseline to 12 months

  Child-reported environmental health (peer relationships) will be collected through questionnaire with the ECLS-K peer relationship scale.

  Baseline (month 0) and Post-intervention (approximately 12 months)

• Mean change in student-reported behavioral health from baseline to 12 months

  Child-reported behavioral health (social and emotional learning) will be collected through questionnaire with the Social and Emotional Learning module of the California Healthy Kids Survey.

  Baseline (month 0) and Post-intervention (approximately 12 months)

• Mean change in student-reported personal (emotional) health from baseline to 18 months

  Child-reported personal health indicators (enjoyment, knowledge, and self-efficacy) collected through questionnaire with Discrete Emotions in Physical Education Scale (DEPES).

  Baseline (month 0) and Post-intervention (approximately 18 months)

• Mean change in student-reported personal (self-efficacy) health from baseline to 18 months

  Child-reported personal health indicators (enjoyment, knowledge, and self-efficacy) collected through questionnaire with Metacognitive Process in Physical Education Questionnaire.

  Baseline (month 0) and Post-intervention (approximately 18 months)

• Mean change in student-reported personal (social) health from baseline to 18 months

  Child-reported personal health indicators (enjoyment, knowledge, and self-efficacy) collected through questionnaire with Saunders psychosocial influences on physical activity scale.

  Baseline (month 0) and Post-intervention (approximately 18 months)

• Mean change in student-reported environmental health from baseline to 18 months

  Child-reported environmental health (peer relationships) will be collected through questionnaire with the ECLS-K peer relationship scale.

  Baseline (month 0) and Post-intervention (approximately 18 months)

• Mean change in student-reported behavioral health from baseline to 18 months

  Child-reported behavioral health (social and emotional learning) will be collected through questionnaire with the Social and Emotional Learning module of the California Healthy Kids Survey.

  Baseline (month 0) and Post-intervention (approximately 18 months)

• Change in number of school-reported behavioral incidents from baseline to 6 months

  School-reported number of children referred to administrators for behavioral incidents

  Baseline (month 0) and Post-intervention (approximately 6 months)

• Change in number of school-reported behavioral incidents from baseline to 12 months

  School-reported number of children referred to administrators for behavioral incidents

  Baseline (month 0) and Post-intervention (approximately 12 months)

• Change in number of school-reported behavioral incidents from baseline to 18 months

  School-reported number of children referred to administrators for behavioral incidents

  Baseline (month 0) and Post-intervention (approximately 18 months)

Secondary Outcomes (5)

• Mean perceived implementation appropriateness

  Post-intervention (approximately 6 months)

• Mean perceived implementation feasibility

  Post-intervention (approximately 6 months)

• Mean observed implementation fidelity

  Monthly post-intervention through end of school year

• Mean observed implementation sustainability

  Post-intervention (approximately 12 months)

• Mean observed implementation sustainability

  Post-intervention (approximately 18 months)

Study Arms (2)

Playground Curriculum Arm

EXPERIMENTAL

Staff (after-school staff, recess aides, and physical education teachers) receive training to implement a playground curriculum in an after-school program; children receive a training to use the curriculum during recess

Behavioral: PlayOn! playground curriculum

Program As Usual

NO INTERVENTION

Staff and students receive no training and participate in after-school programs and recess as usual

Interventions

PlayOn! playground curriculum BEHAVIORAL

A staff and student training to implement a playground curriculum in after-school and recess settings

Playground Curriculum Arm

Eligibility Criteria

• Age: 7 Years - 13 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Students enrolled an after-school program in Mesa Public Schools

You may not qualify if:

• Students in grades kindergarten or first grade will be excluded due to their young age.

Sponsors & Collaborators

• Arizona State University: lead

Study Sites (1)

Mesa Public Schools

Mesa, Arizona, 85201, United States

Location

Related Publications (4)

• Simonton KL, Garn AC, Mercier KJ. Expanding the Discrete Emotions in Physical Education Scale (DEPES): Evaluating Emotions With Behavior and Learning. Res Q Exerc Sport. 2023 Mar;94(1):35-44. doi: 10.1080/02701367.2021.1935434. Epub 2021 Dec 14.

  PMID: 34904920 BACKGROUND

• Saunders RP, Pate RR, Felton G, Dowda M, Weinrich MC, Ward DS, Parsons MA, Baranowski T. Development of questionnaires to measure psychosocial influences on children's physical activity. Prev Med. 1997 Mar-Apr;26(2):241-7. doi: 10.1006/pmed.1996.0134.

  PMID: 9085394 BACKGROUND

• Jackson SL, Cunningham SA. Social Competence and Obesity in Elementary School. Am J Public Health. 2015 Jan;105(1):153-158. doi: 10.2105/AJPH.2014.302208.

  PMID: 25393191 BACKGROUND

• Poulos A, Kulinna PH. A cluster randomized controlled trial of an after-school playground curriculum intervention to improve children's physical, social, and emotional health: study protocol for the PLAYground project. BMC Public Health. 2022 Sep 1;22(1):1658. doi: 10.1186/s12889-022-13991-3.

  PMID: 36050657 DERIVED

Related Links

• WestEd, California Department of Education. Using CALSCHLS to assess social-emotional learning and health \[Internet\]. San Francisco, CA: WestEd; 2015.

MeSH Terms

Conditions

Sedentary Behavior; Social Skills; Child Behavior; Motor Activity

Condition Hierarchy (Ancestors)

Behavior; Social Behavior

Study Officials

• Allison Poulos, PhD

  Assistant Professor, College of Health Solutions, Arizona State University

  PRINCIPAL INVESTIGATOR

• Pamela Kulinna, PhD

  Professor, Mary Lou Fulton Teachers College, Arizona State University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: TREATMENT
• Intervention Model: CROSSOVER
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: July 18, 2022
• First Posted: July 22, 2022
• Study Start: August 22, 2022
• Primary Completion: December 30, 2023
• Study Completion: December 30, 2023
• Last Updated: February 5, 2024

Record last verified: 2024-02

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL
• Time Frame: Data will become available 6 months after publication and remain available as stored in repository
• Access Criteria: A link to an open-access data repository will be included in all publications. Interested parties can also contact the principal investigators of the study for data access.

Locations

US (1)