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dc.contributor.authorLi, Ming Hui
dc.contributor.authorRudd, James
dc.contributor.authorChow, Jia Yi
dc.contributor.authorSit, Cindy Hui Ping
dc.contributor.authorWong, Stephen Heung Sang
dc.contributor.authorSum, Raymond Kim Wai
dc.date.accessioned2022-08-04T08:27:55Z
dc.date.available2022-08-04T08:27:55Z
dc.date.created2022-04-30T13:51:46Z
dc.date.issued2022
dc.identifier.citationSports Medicine - Open. 2022, 8(2022), Artikkel 55.en_US
dc.identifier.issn2198-9761
dc.identifier.urihttps://hdl.handle.net/11250/3010077
dc.descriptionThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.en_US
dc.description.abstractBackground: The concept of physical literacy (PL) has been advocated as the need to create environments fostering sustainable engagement in PA. This study adopted ecological approach to evaluate the effectiveness of a blended PL intervention embedded into the school day to support children’s PA and health. Method: Designed as a three-arm randomized controlled trial, a total of 79 participants (59.5% girls) were randomly assigned to: the “Quantity + Quality” blended PL group combining sit–stand desks and play-based recess (SSPlay), the “Quality” group with play-based recess only (Play) or the control group. The intervention lasted for 13 weeks, and all the variables were collected at baseline, post-intervention and 3-month follow-up. Results: SSPlay and Play group significantly improved on two of the embodied PL domains, Physical Competence (− 2.96 vs − 5.15, p < 0.05) and Knowledge and Understanding (− 2.35 vs − 2.00, p < 0.05), total errors of cognitive flexibility (24.00 vs 12.92, p < 0.05), and this difference was maintained at follow-up (p < 0.05). Whilst there was no interaction effect between groups, and time effects were found for PA and planning from baseline to post-intervention. Conclusion: This was the first to adopt an ecological approach as an innovative strategy to provide the emergence of PA for children in Hong Kong. The blended intervention design that embedded both quantity and quality of PA into children’s school day has shown promise in supporting children’s all round development. PL intervention where environments are designed to increase the “Quantity + Quality” of children’s everyday interactions has led to improvements in PA and health outcomes, which may provide insights for future studies to adopt cost-friendly and feasible measures for promoting children’s PA in the school settings.en_US
dc.language.isoengen_US
dc.subjectcognitive functionen_US
dc.subjectphysical activityen_US
dc.subjectphysical literacyen_US
dc.subjectsit–stand desken_US
dc.subjectsleepen_US
dc.titleA randomized controlled trial of a blended physical literacy intervention to support physical activity and health of primary school childrenen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The Author(s) 2022en_US
dc.source.pagenumber12en_US
dc.source.volume8en_US
dc.source.journalSports Medicine - Openen_US
dc.identifier.doi10.1186/s40798-022-00448-5
dc.identifier.cristin2020318
dc.description.localcodeInstitutt for lærerutdanning og friluftslivsstudier / Department of Teacher Education and Outdoor Studiesen_US
dc.source.articlenumber12en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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