Objectives: To present the results of the process evaluation of the PLAYgrounds program, using the RE-AIM framework.Design: This study provides information regarding Reach, Adoption, Implementation and Maintenance.Methods: The PLAYgrounds program promotes increasing levels of physical activity in 6–12 years old children and was evaluated using the RE-AIM framework in 4 intervention schools. Data collection consisted of a physical activity questionnaire with children (n = 765, Reach), SOPLAY observations (Implementation and Maintenance), questionnaires on the satisfaction of the implemented elements with teachers (n = 59) and children (n = 730, Implementation) and interviews for increased depth of information. In addition a simple counting of participating schools, describing of non-participating reasons and characteristics of the schools were documented (Adoption).Results: Reach of the target population (i.e. inactive children) was 60.7% (n = 464) and the target population was representative for populations in low-SES neighbourhoods. The PLAYgrounds program was adopted by 4 schools (80%), at which 5 (from 7) program elements were successfully implemented. At 18 monthsfollow-up, 3 of those 5 elements were completely maintained.Conclusions: Adoption, Implementation, and Maintenance proved to be very high. Most likely due to the PLAYgrounds program being a complete intervention package that included financial, material, and staff support. Therefore, it is recommended to retain this high level of support when introducing the PLAYgrounds (or any other intervention) program in schools. In the future it would be recommended to evaluate the PLAYgrounds program on maintenance in schools where the key-person is employed at the school and funding is not available.
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BackgroundThe relative number of children meeting the minimal required dose of daily physical activity remains execrably low. It has been estimated that in 2015 one out of five children will be overweight. Therefore, low levels of physical activity during early childhood may compromise the current and future health and well-being of the population, and promoting physical activity in younger children is a major public health priority. This study is to gain insight into effects of a Physical Education based playground program on the PA levels during recess in primary school children aged 6-12.Methods/designThe effectiveness of the intervention program will be evaluated using a prospective controlled trial design in which schools will be matched, with a follow-up of one school year. The research population will consist of 6-12 year old primary school children. The intervention program will be aimed at improving physical activity levels and will consist of a multi-component alteration of the schools' playground. In addition, playground usage will be increased through altered time management of recess times, as well as a modification of the Physical Education content.DiscussionThe effects of the intervention on physical activity levels during recess (primary outcome measure), overall daily physical activity and changes in physical fitness (secondary outcome measures) will be assessed. Results of this study could possibly lead to changes in the current playground system of primary schools and provide structured health promotion for future public health.Trial registrationNetherlands Trial Register (NTR): NTR2386
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The (pre)school environment is an important setting to improve children’s health. Especially, the (pre)school playground provides a major opportunity to intervene. This review presents an overview of the existing evidence on the value of both school and preschool playgrounds on children’s health in terms of physical activity, cognitive and social outcomes. In addition, we aimed to identify which playground characteristics are the strongest correlates of beneficial effects and for which subgroups of children effects are most distinct. In total, 13 experimental and 17 observational studies have been summarized of which 10 (77%) and 16 (94%) demonstrated moderate to high methodological quality, respectively. Nearly all experimental studies (n = 11) evaluated intervention effects on time spent in different levels of physical activity during recess. Research on the effects of (pre)school playgrounds on cognitive and social outcomes is scarce (n = 2). The experimental studies generated moderate evidence for an effect of the provision of play equipment, inconclusive evidence for an effect of the use of playground markings, allocating play space and for multi-component interventions, and no evidence for an effect of decreasing playground density, the promotion of physical activity by staff and increasing recess duration on children’s health. In line with this, observational studies showed positive associations between play equipment and children’s physical activity level. In contrast to experimental studies, significant associations were also found between children’s physical activity and a decreased playground density and increased recess duration. To confirm the findings of this review, researchers are advised to conduct more experimental studies with a randomized controlled design and to incorporate the assessment of implementation strategies and process evaluations to reveal which intervention strategies and playground characteristics are most effective. https://doi.org/10.1186/1479-5868-11-59 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited.
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In de voorschool worden pedagogisch medewerkers (PMers) steeds vaker geconfronteerd met overgewicht bij kinderen van 2,5 tot 4 jaar. De PMer is getraind in het ondersteunen van de ontwikkeling en opvoeding van het kind. PMers zijn niet opgeleid voor leefstijladvisering. Ongezonde voeding en inactiviteit zijn de belangrijkste oorzaken van overgewicht. Overgewicht komt op jonge leeftijd al meer voor bij lagere sociaaleconomische en etnische groepen. De gezondheidsverschillen nemen hierdoor toe. PMers geven aan dat zij zich niet bekwaam voelen om verantwoordelijk te zijn voor de gezonde keuzes op de voorschool als ook in de advisering naar ouders toe. De centrale vragen in dit project zijn: Wat heeft de PMer in de voorschool nodig in kennis, vaardigheden en attitude om het handelingsrepertoire tav leefstijladvisering aan alle kinderen van 2,5 tot 4 jaar en ouders met diverse sociaaleconomische en cultureel-etnische achtergronden te professionaliseren. Wat is het effect van het handelen van de PMer op de gezonde (gewichts)ontwikkeling van het kind? Het onderzoek is een gerichte interventiestudie met voor- en nametingen bij PMers, kinderen en ouders. De interventie wordt bij een deel van de PMers uitgevoerd en vergeleken met een controlegroep. Bij kinderen worden fysieke- en gedragsmetingen uitgevoerd. Eindpunten zijn het vertrouwen in leefstijladvisering door PMers en ontwikkelingstrends in gewicht bij kinderen. Fases van het projectplan: I. nulmeting en interventie bij PMers; II. nulmeting bij kinderen en interventie door PMers; III. effectmeting interventie bij PMers en kinderen; IV. ontwikkeling competentieprofiel leefstijladvisering voor PMers. Het PS@HW consortium olv de Hogeschool van Amsterdam, Impuls Kinderopvang, Brancheorganisatie Kinderopvang Amsterdam, Nederlands Jeugdinstituut, RIVM Centrum voor Gezond Leven, VU medisch centrum, HvA-Speerpunt Urban Vitality en Sarphati Amsterdam pakt dit op. Dit project beoogt het ontwikkelen van de HBO competentie leefstijladvisering voor PMers van de voorscholen die kinderen bereiken met een achterstand, voor een gezonde (gewichts)ontwikkeling en het terugdringen van gezondheidsverschillen.
