The Role of Local Leaders in the Implementation of Adult-Initiated Motor Skill Development and Physical Activity in Preschool—A Case Study
Abstract
:1. Introduction
1.1. MiPS
1.2. The Importance of Local Leaders
1.3. Theoretical Framework
2. Materials and Methods
2.1. Interviews
2.2. Conducting the Interviews
2.3. Analysis Strategy
2.4. Ethics
3. Results
3.1. Communication and Involvement as Key Elements
In my experience, attaining the knowledge… the “why” and the “how to” [through the professional development course]… it won’t stick unless I made sure to create a framework around it… to make sure that there was time to reflect on the knowledge… and so I asked the pedagogic staff “what does it mean to you”… to start a common and shared reflection… What does this mean to you, and what does this mean for us as an institution?(Leader at preschool three).
3.1.1. Frequent and Accurate Communication
We have created a culture with focus on the daily dialogue. We communicate to each other if something doesn’t work, if there is a need for a small adjustment and so on… Often they [staff] come to me to reflect and get my opinion: This … just didn’t work, how do you think we can change it? … So, that is a part of our joint and daily reflections…(Leader at preschool six).
3.1.2. Problem-Solving Communication
So I try to simplify…, what is the most important thing we need to do right now, and then help create time to do that…(Leader at preschool two).
When there is a challenge, we need to point it out and talk about it and what it is that makes it so difficult and how we can solve it together as a team. The thing I can do as a leader is to say: “Is this something I should try to fix, or is it something you are able to change yourselves?”(Leader at preschool six).
3.1.3. Involvement of Staff
I have the overall responsibility. I must ensure that there is progress. But I don’t do it alone, I have the staff…, and during the everyday work with the children and implementing that focus on movement and motor skills, they are the ones [the staff] who are responsible…(Leader at preschool one).
As the local leader I outline some main goals, but they [the staff] also help set those goals to ensure that they become co-owners of it. If I am solely dictating and say, “I have specified these four things we are going to implement”, and then they [the staff] are the ones who are going to carry them out, then it is simply not going to be effective…(Leader at preschool four).
3.2. Building a Sense of Meaningfulness and Relevance
3.2.1. The Importance of Adaptability
I think what is important is that MiPS has become a part of our consciousness… Instead of “just” implementing the project, MiPS has been integrated into our existing curriculum goals…, in that way movement has become something we just do all the time…(Leader at preschool five).
It has been important to implement this in the simplest and easiest way possible … meaning that it has not been the aim to build something completely new but to develop our existing practice…(Leader at preschool two).
3.2.2. The Importance of Committed Leaders
I find that it [MiPS] is extremely relevant! It is a project that has made sense to me, also in relation to what we stand for in our local preschool… So, it has been easy and valuable for me to implement it…(Leader at preschool two).
At our preschool, some think… myself included… that it is more important to focus on social skills and how the children are actively engaging as a group [rather that have a direct focus on MS and PA]… Then, again, some of the methods we use when working with… for example, with social skills… it may well be adopted from the MiPS project…(Leader at preschool one).
3.3. Implementation as an Ongoing Process
It certainly requires that I retain a focus on the project [MiPS] and that movement is still a foundation for our pedagogic work… while I am fully aware that there are other things in the curriculum that we also have to live up to…(Leader at preschool seven).
4. Discussion
4.1. Implementing a New Focus on MS and PA in Preschools
4.1.1. Adapting the Program to the Existing Practice
4.1.2. Rethinking the Existing Practice
4.2. Local Leaders as Vital Implementation Support
4.3. Maintaining a Focus on MS and PA
4.4. Strengths and Limitations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Appendix A.1. Introduction to the Interview
- -
- The investigation is voluntary and that you may withdraw consent at any time and withdraw from the study.
- -
- That the interview is recorded, but that all material is handled as sensitive data.
- -
- The data will only be used and processed in the context of research.
- -
- Your name will be anonymized and will not appear.
- -
- Your statements can be used as and have an impact on the research results.
- -
- That the results of the project will be published and thus made publicly available.
Appendix A.2. Preliminary Questions
Appendix A.3. Shared Knowledge (Relations)
Appendix A.4. Identity and Mutual Respect (Relations)
Appendix A.5. Communication
Appendix A.6. Facilitators and Barriers
Appendix B
Categories | Subcategories | Definition | Example from the Interview |
---|---|---|---|
Sensemaking [36] | Involvement of staff | Local leaders engaging in dialogue with the staff, giving them a voice and a chance to co-decide how the project is implemented | “It’s a core part of my management style. I want to share the responsibility by involving my staff in how this [the MiPS] should look like in our daily pratice, because I think that’s how the ownership of the changes is created…” |
The importance of adaptability | The flexibility to fit or adjust the intervention to the existing local practices, culture, and values | “Instead of “just” implementing the project, MiPS has been integrated into our existing curriculum goals…” | |
The importance of committed leaders | Leaders’ pre-existing drive and engagement for implementing an MS and PA focus | “I find that it [MiPS] is extremely relevant! It is a project that has made sense to me, also in relation to what we stand for in our local preschool… So, it has been easy and valuable for me to implement it…” | |
Relational coordination [37] | Frequent and accurate communication | Local leaders’ verbal coordination with staff to obtain shared knowledge and goals regarding the implementation of MiPS | “We have created a culture with focus on the daily dialogue. We communicate to each other if something doesn’t work, if there is a need for a small adjustment and so on… Often they [staff] come to me to reflect and get my opinion: This … just didn’t work, how do you think we can change it? … So, that is a part of our joint and daily reflections…” |
Problem-solving communication | Addressing difficulties and barriers for implementing MiPS by taking the lead and decisive action | “When there is a challenge, we need to point it out and talk about it and what it is that makes it so difficult and how we can solve it together as a team. The thing I can do as a leader is to say: “Is this something I should try to fix, or is it something you are able to change yourselves?” | |
Implementation as an ongoing process | The strategies and barriers for long-term maintenance of the project | “It certainly requires that I retain a focus on the project [MiPS] and that movement is still a foundation for our pedagogic work… while I am fully aware that there are other things in the curriculum that we also have to live up to…” |
References
- Gallahue, D.L.; Ozmun, J.C.; Goodway, J.D. Understanding Motor Development: Infants, Children, Adolescents, Adults, 7th International ed.; McGraw-Hill: New York, NY, USA, 2012; p. XVI. 461p. [Google Scholar]
- Goldfield, G.S.; Harvey, A.; Grattan, K.; Adamo, K.B. Physical activity promotion in the preschool years: A critical period to intervene. Int. J. Environ. Res. Public Health 2012, 9, 1326–1342. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Bürgi, F.; Meyer, U.; Granacher, U.; Schindler, C.; Marques-Vidal, P.; Kriemler, S.; Puder, J.J. Relationship of physical activity with motor skills, aerobic fitness and body fat in preschool children: A cross-sectional and longitudinal study (Ballabeina). Int. J. Obes. 2011, 35, 937–944. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- World Health Organization. Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children under 5 Years of Age; World Health Organization: Geneva, Switzerland, 2019. [Google Scholar]
- Aubert, S.; Barnes, J.D.; Abdeta, C.; Abi Nader, P.; Adeniyi, A.F.; Aguilar-Farias, N.; Andrade Tenesaca, D.S.; Bhawra, J.; Brazo-Sayavera, J.; Cardon, G.; et al. Global Matrix 3.0 Physical Activity Report Card Grades for Children and Youth: Results and Analysis From 49 Countries. J. Phys. Act. Health 2018, 15, S251–S273. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Coelho, V.A.C.; Tolocka, R.E. Levels, factors and interventions of preschool children physical activity: A systematic review. Cien. Saude Colet. 2020, 25, 5029–5039. [Google Scholar] [CrossRef]
- Crane, J.R.; Naylor, P.J.; Temple, V.A. The Physical Activity and Sedentary Behaviour Patterns of Children in Kindergarten and Grade 2. Children 2018, 5, 131. [Google Scholar] [CrossRef] [Green Version]
- Mak, T.C.T.; Chan, D.K.C.; Capio, C.M. Strategies for Teachers to Promote Physical Activity in Early Childhood Education Settings-A Scoping Review. Int. J. Environ. Res. Public Health 2021, 18, 867. [Google Scholar] [CrossRef]
- Christian, H.E.; Cross, D.; Rosenberg, M.; Schipperijn, J.; Shilton, T.; Trapp, G.; Trost, S.G.; Nathan, A.; Maitland, C.; Thornton, A.; et al. Development of physical activity policy and implementation strategies for early childhood education and care settings using the Delphi process. Int. J. Behav. Nutr. Phys. Act. 2020, 17, 131. [Google Scholar] [CrossRef]
- Brixval, C.; Maria, S.; Holstein, B. Årsrapport for Børn Indskolet i Skoleårene 2009/10 og 2010/11 fra Databasen Børns Sundhed: Motoriske Vanskeligheder; Statens Institut for Folkesundhed: Copenhagen, Denmark, 2011. [Google Scholar]
- The Danish Health Athority. Børn og Bevægelse i Dagtilbud; The Danish Health Athority: Copenhagen, Denmark, 2019. [Google Scholar]
- Organisation for Economic Co-Operation and Developmennt. 2019. Available online: https://www.oecd.org/els/soc/PF3_2_Enrolment_childcare_preschool.pdf (accessed on 3 July 2021).
- Plantenga, J.; Remery, C. The Provision of Childcare Services: A Comparative Review of 30 European Countries; Office for Official Publ. of the Europ. Communities: Luxembourg, 2009. [Google Scholar] [CrossRef]
- Ottosen, M.H.; Andreasen, A.G.; Dahl, K.M.; Hestbaek, A.; Lausten, M.; Rayce, S.B. Børn og Unge i Danmark-Velfærd og Trivsel 2018; Det Nationale Forksnings-og Analysecenter for Velfærd: Copenhagen, Denmark, 2018. [Google Scholar]
- Hestbaek, L.; Andersen, S.T.; Skovgaard, T.; Olesen, L.G.; Elmose, M.; Bleses, D.; Andersen, S.C.; Lauridsen, H.H. Influence of motor skills training on children’s development evaluated in the Motor skills in PreSchool (MiPS) study-DK: Study protocol for a randomized controlled trial, nested in a cohort study. Trials 2017, 18, 400. [Google Scholar] [CrossRef] [Green Version]
- Mikkelsen, B. Associations between pedagogues attitudes, praxis and policy in relation to physical activity of children in kindergarten-Results from a cross sectional study of health behaviour amongst Danish pre-school children. Int. J. Pediatric Obes. IJPO Off. J. Int. Assoc. Study Obes. 2011, 6 (Suppl. 2), 12–15. [Google Scholar] [CrossRef]
- Olesen, L.G.; Kristensen, P.L.; Ried-Larsen, M.; Grøntved, A.; Froberg, K. Physical activity and motor skills in children attending 43 preschools: A cross-sectional study. BMC Pediatr. 2014, 14, 229. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Temple, M.; Rosbinson, J.C. A systematic review of interventions to promote physical activity in the preschool setting. J. Spec. Pediatric Nurs. 2014, 19, 274–284. [Google Scholar] [CrossRef]
- Pate, R.R.; Brown, W.H.; Pfeiffer, K.A.; Howie, E.K.; Saunders, R.P.; Addy, C.L.; Dowda, M. An Intervention to Increase Physical Activity in Children: A Randomized Controlled Trial With 4-Year-Olds in Preschools. Am. J. Prev. Med. 2016, 51, 12–22. [Google Scholar] [CrossRef] [Green Version]
- Saunders, R.P.; Pfeiffer, K.; Brown, W.H.; Howie, E.K.; Dowda, M.; O’Neill, J.R.; McIver, K.; Pate, R.R. Evaluating and Refining the Conceptual Model Used in the Study of Health and Activity in Preschool Environments (SHAPES) Intervention. Health Educ. Behav. Off. Publ. Soc. Public Health Educ. 2017, 44, 876–884. [Google Scholar] [CrossRef]
- Copeland, K.A.; Khoury, J.C.; Kalkwarf, H.J. Child Care Center Characteristics Associated With Preschoolers’ Physical Activity. Am. J. Prev. Med. 2016, 50, 10. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Danmarks Evalueringsinstitut. Læreplaner i Praksis; Danmarks Evalueringsinstitut: HolbæK, Denmark, 2012; ISBN 978-87-7958-669-7. [Google Scholar]
- Heath, G.W.; Parra, D.C.; Sarmiento, O.L.; Andersen, L.B.; Owen, N.; Goenka, S.; Montes, F.; Brownson, R.C. Evidence-based intervention in physical activity: Lessons from around the world. Lancet 2012, 380, 272–281. [Google Scholar] [CrossRef] [Green Version]
- Gaglio, B.; Phillips, S.M.; Heurtin-Roberts, S.; Sanchez, M.A.; Glasgow, R.E. How pragmatic is it? Lessons learned using PRECIS and RE-AIM for determining pragmatic characteristics of research. Implement. Sci. IS 2014, 9, 96. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- McGoey, T.; Root, Z.; Bruner, M.W.; Law, B. Evaluation of physical activity interventions in youth via the Reach, Efficacy/Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework: A systematic review of randomised and non-randomised trials. Prev. Med. 2015, 76, 58–67. [Google Scholar] [CrossRef]
- Fullan, M. Leadership & Sustainability: System Thinkers in Action; Corwin Press: Thousand Oaks, CA, USA, 2005; p. XV. 116 s. [Google Scholar]
- Durlak, J.A. The importance of doing well in whatever you do: A commentary on the special section, “Implementation research in early childhood education”. Early Child. Res. Q. 2010, 25, 348–357. [Google Scholar] [CrossRef]
- Lee, J.A.; Welk, G.J. Association Between Comprehensive School Physical Activity Program Implementation and Principal Support. Health Promot. Pract. 2019, 22, 257–265. [Google Scholar] [CrossRef]
- Dijkstra, E.M.; Walraven, A.; Mooij, T.; Kirschner, P.A. Factors affecting intervention fidelity of differentiated instruction in kindergarten. Res. Pap. Educ. 2017, 32, 151–169. [Google Scholar] [CrossRef] [Green Version]
- Durlak, J.A.; DuPre, E.P. Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. Am. J. Community Psychol. 2008, 41, 327–350. [Google Scholar] [CrossRef] [PubMed]
- Nielsen, H.; Jensen, P.; Bleses, D.; Ostersen, J.; Dybdal, L.; Breining, S. Forskningsbaseret Evalueringsrapport om Fremtidens Dagtilbud; Børne-og Socialministeriet: Copenhagen, Denmark, 2017. [Google Scholar]
- Fixsen, D.L.; Ogden, T. Facing the Challenges of Implementation. Z. Für Psychol. 2014, 222, 1–3. [Google Scholar] [CrossRef]
- Eccles, M.P.; Mittman, B.S. Welcome to Implementation Science. Implement. Sci. IS 2006, 1, 1. [Google Scholar] [CrossRef] [Green Version]
- Moore, G.F.; Audrey, S.; Barker, M.; Bond, L.; Bonell, C.; Hardeman, W.; Moore, L.; O’Cathain, A.; Tinati, T.; Wight, D.; et al. Process evaluation of complex interventions: Medical Research Council guidance. BMJ 2015, 350, h1258. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Ogden, T.; Fixsen, D.L. Implementation Science: A Brief Overview and a Look Ahead. Z. Fur. Phsychologie 2014, 222, 4–11. [Google Scholar] [CrossRef]
- Weick, K.E.; Sutcliffe, K.M.; Obstfeld, D. Organizing and the process of sensemaking. Organ. Sci. 2005, 16, 409–421. [Google Scholar] [CrossRef] [Green Version]
- Gittell, J.H. Transforming Relationships for High Performance-The Power og Relationel Coordination; Stanford Business Books: Stanford, CA, USA, 2016. [Google Scholar]
- Ancona, D. Sensemaking: Framing and acting in the unknown. In The Handbook for Teaching Leadership: Knowing, Doing, and Being; Snook, S.A., Nohria, N., Khurana, R., Eds.; SAGE Publications: Thousand Oaks, CA, USA, 2012. [Google Scholar]
- Skovgaard, T.; Johansen, D. School-Based Physical Activity and the Implementation Paradox. Adv. Phys. Educ. 2020, 10, 492–506. [Google Scholar] [CrossRef]
- Peirce, C.S.; Houser, N.; Kloesel, C.J.W.; Peirce Edition, P. The Essential Peirce: Selected Philosophical Writings; Indiana University Press: Bloomington, IN, USA, 1992; p. V. 132p. [Google Scholar]
- Glasgow, R.E. What does it mean to be pragmatic? Pragmatic methods, measures, and models to facilitate research translation. Health Educ. Behav. Off. Publ. Soc. Public Health Educ. 2013, 40, 257–265. [Google Scholar] [CrossRef]
- Bourgeault, I.; Dingwall, R.; De Vries, R. The SAGE Handbook of Qualitative Methods in Health Research; Sage Publications: London, UK, 2010. [Google Scholar]
- Flick, U. The SAGE Handbook of Qualitative Data Analysis; Sage Publications: London, UK, 2014. [Google Scholar]
- Schreier, M. Qualitative Content Analysis. In The SAGE Handbook of Qualitative Data Analysis; Flick, U., Ed.; SAGE Publications: London, UK, 2014; pp. 170–183. [Google Scholar]
- Faulkner, S.L.; Trotter, S.P. Data Saturation. Int. Encycl. Commun. Res. Methods 2017, 1–2. [Google Scholar] [CrossRef]
- Barbour, R.S. Quality of Data Analysis. In The SAGE Handbook of Qualitative Data Analysis; Flick, U., Ed.; Sage Publications: London, UK, 2014; pp. 496–509. [Google Scholar]
- Hirschhorn, L.R.; Ramaswamy, R.; Devnani, M.; Wandersman, A.; Simpson, L.A.; Garcia-Elorrio, E. Research versus practice in quality improvement? Understanding how we can bridge the gap. Int. J. Qual. Health Care J. Int. Soc. Qual. Health Care 2018, 30, 24–28. [Google Scholar] [CrossRef] [Green Version]
- Pearson, M.; Chilton, R.; Wyatt, K.; Abraham, C.; Ford, T.; Woods, H.B.; Anderson, R. Implementing health promotion programmes in schools: A realist systematic review of research and experience in the United Kingdom. Implement. Sci. IS 2015, 10, 149. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Fixsen, D.L.; Naoom, S.F.; Blase, K.A.; Friedman, R.M.; Wallace, F. Implementation Research A Synthesis of the Literature, 1st ed.; University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network: Tampa, FL, USA, 2005; p. VI. 119p. [Google Scholar]
- Glasgow, R.E.; Harden, S.M.; Gaglio, B.; Rabin, B.; Smith, M.L.; Porter, G.C.; Ory, M.G.; Estabrooks, P.A. RE-AIM Planning and Evaluation Framework: Adapting to New Science and Practice With a 20-Year Review. Front. Public Health 2019, 7, 64. [Google Scholar] [CrossRef] [Green Version]
- Inchley, J.; Muldoon, J.; Currie, C. Becoming a health promoting school: Evaluating the process of effective implementation in Scotland. Health Promot. Int. 2007, 22, 65–71. [Google Scholar] [CrossRef] [Green Version]
- Kobel, S.; Wartha, O.; Wirt, T.; Dreyhaupt, J.; Lämmle, C.; Friedemann, E.-M.; Kelso, A.; Kutzner, C.; Hermeling, L.; Steinacker, J.M. Design, Implementation, and Study Protocol of a Kindergarten-Based Health Promotion Intervention. BioMed Res. Int. 2017, 2017, 4347675. [Google Scholar] [CrossRef] [PubMed]
- Bentsen, P.; Bonde, A.H.; Schneller, M.B.; Danielsen, D.; Bruselius-Jensen, M.; Aagaard-Hansen, J. Danish ‘add-in’ school-based health promotion: Integrating health in curriculum time. Health Promot. Int. 2020, 35, e70–e77. [Google Scholar] [CrossRef]
- Howie, E.K.; Brewer, A.; Brown, W.H.; Pfeiffer, K.A.; Saunders, R.P.; Pate, R.R. The 3-year evolution of a preschool physical activity intervention through a collaborative partnership between research interventionists and preschool teachers. Health Educ. Res. 2014, 29, 491–502. [Google Scholar] [CrossRef] [Green Version]
- Hassani, K.; Buckler, E.J.; McConnell-Nzunga, J.; Fakih, S.; Scarr, J.; Mâsse, L.C.; Naylor, P.J. Implementing Appetite to Play at scale in British Columbia: Evaluation of a Capacity-Building Intervention to Promote Physical Activity in the Early Years. Int. J. Environ. Res. Public Health 2020, 17, 1132. [Google Scholar] [CrossRef] [PubMed]
- Gittelsohn, J.; Novotny, R.; Trude, A.C.B.; Butel, J.; Mikkelsen, B.E. Challenges and Lessons Learned from Multi-Level Multi-Component Interventions to Prevent and Reduce Childhood Obesity. Int. J. Environ. Res. Public Health 2018, 16, 30. [Google Scholar] [CrossRef] [Green Version]
- Scaccia, J.P.; Cook, B.S.; Lamont, A.; Wandersman, A.; Castellow, J.; Katz, J.; Beidas, R.S. A practical implementation science heuristic for organizational readiness: R = MC(2). J. Community Psychol. 2015, 43, 484–501. [Google Scholar] [CrossRef] [Green Version]
- Lewin, K.; Lippitt, R.; White, R.K. Patterns of Aggressive Behavior in Experimentally Created “Social Climates”. J. Soc. Psychol. 1939, 10, 269–299. [Google Scholar] [CrossRef]
- Lobb, R.; Colditz, G.A. Implementation science and its application to population health. Annu. Rev. Public Health 2013, 34, 235–251. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Howie, E.K.; Brewer, A.E.; Brown, W.H.; Saunders, R.P.; Pate, R.R. Systematic dissemination of a preschool physical activity intervention to the control preschools. Eval. Program Plann. 2016, 57, 1–7. [Google Scholar] [CrossRef] [Green Version]
- Mehtala, M.A.K.; Saakslahti, A.K.; Inkinen, M.E.; Poskiparta, M.E.H. A socio-ecological approach to physical activity interventions in childcare: A systematic review. Int. J. Behav. Nutr. Phys. Act. 2014, 11, 22. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Lau, E.Y.; Saunders, R.P.; Beets, M.W.; Cai, B.; Pate, R.R. Factors influencing implementation of a preschool-based physical activity intervention. Health Educ. Res. 2017, 32, 69–80. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Glasgow, R.E.; Emmons, K.M. How can we increase translation of research into practice? Types of evidence needed. Annu. Rev. Public Health 2007, 28, 413–433. [Google Scholar] [CrossRef] [Green Version]
- Bertram, R.M.; Blase, K.A.; Fixsen, D.L. Improving Programs and Outcomes. Res. Soc. Work Pract. 2015, 25, 477–487. [Google Scholar] [CrossRef]
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Klein-Wengel, T.T.; Nielsen, J.V.; Smedegaard, S.; Skovgaard, T. The Role of Local Leaders in the Implementation of Adult-Initiated Motor Skill Development and Physical Activity in Preschool—A Case Study. Int. J. Environ. Res. Public Health 2021, 18, 13119. https://doi.org/10.3390/ijerph182413119
Klein-Wengel TT, Nielsen JV, Smedegaard S, Skovgaard T. The Role of Local Leaders in the Implementation of Adult-Initiated Motor Skill Development and Physical Activity in Preschool—A Case Study. International Journal of Environmental Research and Public Health. 2021; 18(24):13119. https://doi.org/10.3390/ijerph182413119
Chicago/Turabian StyleKlein-Wengel, Trine Top, Jonas Vestergaard Nielsen, Søren Smedegaard, and Thomas Skovgaard. 2021. "The Role of Local Leaders in the Implementation of Adult-Initiated Motor Skill Development and Physical Activity in Preschool—A Case Study" International Journal of Environmental Research and Public Health 18, no. 24: 13119. https://doi.org/10.3390/ijerph182413119