Home- and Community-Based Interventions for Physical Activity and Early Child Development: A Systematic Review of Effective Strategies
Abstract
:1. Introduction
2. Methods
2.1. Search Strategy
2.2. Eligibility Criteria
2.3. Data Extraction
2.4. Quality Assessment of Studies
2.5. Effect Measures
3. Results
3.1. Study Selection and Characteristics
3.2. Effect Estimates of Studies
3.3. Effects of Home/Family-Based Interventions on Outcomes
3.4. Effects of Community-Based Intervention on Outcomes
3.5. Summary of Identified Recommended Strategies
4. Discussion
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Domain Rating | |||||||
---|---|---|---|---|---|---|---|
Articles | Selection Bias | Study Design | Confounders | Blinding | Data Collection Methods | Withdrawals and Dropouts | Global Rating |
Barkin et al., 2013 | Strong | Strong | Weak | Weak | Moderate | Moderate | Weak |
Bonvin et al., 2013 | Weak | Strong | Strong | Weak | Strong | Strong | Moderate |
Davison et al., 2011 | Weak | Weak | Moderate | Moderate | Strong | Weak | Weak |
De Craemer et al., 2014 | Moderate | Strong | Strong | Weak | Strong | Moderate | Moderate |
Ftizgibbon et al., 2013 | Strong | Strong | Strong | Weak | Strong | Strong | Moderate |
Haines et al., 2013 | Weak | Strong | Weak | Weak | Moderate | Strong | Weak |
Haines et al., 2018 | Strong | Strong | Strong | Weak | Strong | Strong | Moderate |
Keita et al., 2014 | Weak | Moderate | Weak | Weak | Strong | Moderate | Weak |
Knowlden & Sharma et al., 2016 | Moderate | Weak | Weak | Weak | Strong | Moderate | Weak |
Koulouglioti et al., 2013 | Weak | Moderate | Weak | Weak | Strong | Strong | Weak |
Latomme et al., 2017 | Moderate | Strong | Strong | Weak | Strong | Weak | Weak |
Laukkanen et al., 2017 | Weak | Strong | Strong | Weak | Strong | Weak | Weak |
Puder et al., 2011 | Strong | Strong | Strong | Moderate | Strong | Strong | Strong |
Quattrin et al., 2012 | Strong | Strong | Strong | Moderate | Moderate | Strong | Strong |
Ray et al., 2020 | Weak | Strong | Strong | Weak | Strong | Strong | Weak |
Stark et al., 2014 | Weak | Strong | Moderate | Weak | Strong | Moderate | Weak |
Taverno Ross et al., 2018 | Strong | Moderate | Weak | Weak | Strong | Strong | Weak |
Tomayko et al., 2016 | Weak | Strong | Weak | Moderate | Weak | Moderate | Weak |
Trost & Brookes et al., 2021 | Strong | Strong | Weak | Moderate | Strong | Strong | Moderate |
Van de Kolk et a., 2019 | Weak | Moderate | Strong | Weak | Strong | Moderate | Weak |
Walton et al., 2015 | Weak | Strong | Strong | Weak | Weak | Strong | Weak |
Wen et al., 2012 | Strong | Strong | Moderate | Moderate | Strong | Moderate | Moderate |
Yin et al., 2012 | Strong | Moderate | Strong | Weak | Moderate | Strong | Moderate |
Zask et al., 2012 | Moderate | Strong | Strong | Weak | Moderate | Strong | Moderate |
Articles | Outcome Measures Effect Size | |||
---|---|---|---|---|
PA | SB/Screen Time | BMI | Motor Skills | |
Barkin et al., 2013 | - | |||
Bonvin et al., 2013 | 0.19 | 0.08 | 0 | |
Davison et al., 2011 | - | - | ||
De Craemer et al., 2014 | 0.16 | |||
Fitzgibbon et al., 2013 | 1.24 | 0.20 | ||
Haines et al., 2018 | 0.65 to 0.64 | −1.46 to 0.17 | −1.30 to −3.54 | |
Haines et al., 2013 | 0.37 | 0.15 | ||
Keita et al., 2014 | 0.43 | 0.40 | 0.05 | |
Knowlden & Sharma et al., 2013 | 0.04 | 0.02 | ||
Latomme et al., 2017 | 0.11 | |||
Laukkanen et al., 2017 | 0.10 | 0.21 | ||
Puder et al., 2011 | 0.01 | 0.26 | 0.06 | |
Quattrin et al., 2012 | 0.42 | |||
Ray et al., 2020 | 0.08 | 0.08 | ||
Stark et al., 2014 | −1.64 to −0.088 | |||
Taverno Ross et al., 2018 | 0 | 0.03 | 0.04 | |
Tomayko et al., 2016 | 0.24 | 0.03 | 0.19 | |
Trost & Brookes, 2021 | 0.06 | 0.61 to 1.1 | ||
Van de Kolk et al., 2019 | −0.19 to −0.24 | 0.21 to 0.33 | ||
Walton et al., 2015 | 0.60 | 0.10 | 0.07 | |
Wen et al., 2012 | - | - | 0.22 | |
Yin et al., 2012 | 0.02 to 0.12 | 0.69 to 0.80 | ||
Zask et al., 2012 | 1.70 | 2.33 to 5.15 |
Outcomes | ||||||||
---|---|---|---|---|---|---|---|---|
Author | Location | N (Age) | Design | Intervention Protocol | PA | SB/Screen Time | BMI | Motor Skills |
Bonvin et al. (2013) | Switzerland | 648 children (M = 3.3 years) | 9-month RCT |
| X 0 | X 0 | X 0 | |
De Craemer et al. (2014) | Belgium | 472 children (M = 4.4 years) | 24-week RCD |
| X * | |||
Fitzgibbon et al. (2013) | United States | 157 children (M = 4.5 years) | 14-week RCT |
| X 0 | X 0 | X 0 | |
Haines et al. (2018) | Canada | 55 children (M = 3.0 years) | 6-month RCT |
| X 0 | X 0 | X * | |
Haines et al. (2013) | United States | 111 children (M = 4.1 years) | 6-month RCT |
| X * | X * | ||
Keita et al. (2014) | United States | 39 children (M = 3.7 years) | 4-month Prospective Design |
| X * (-) | X * | X 0 | |
Knowlden & Sharma (2016) | United States | 44 children (M = 5.2 years) | 8-week Mixed between- subjects design |
| X 0 | X * | ||
Koulouglioti et al. (2013) | United States | 11 children (3–5 years old) | 6-week Single group pre-post design |
| X * | |||
Latomme et al. (2017) | Belgium, Bulgaria, Germany, Greece, Poland, and Spain | 2434 children (M = 4.7 years) | 24-week RCD |
| X * | |||
Laukkanen et al. (2017) | Finland | 44 children (M = 6.1 years) | 6-month RCT |
| X * | X * | ||
Puder et al. (2011) | Switzerland | 652 children (M = 5.2 years) | 12-month RCT |
| X 0 | X * | X 0 | X * |
Quattrin et al. (2012) | United States | 96 children (M = 4.6 years) | 12-week RCT |
| X * | |||
Ray et al. (2020) | Finland | 802 children (M = 5.1 years) | 4-month RCT |
| X * | X 0 | ||
Stark et al. (2014) | United States | 18 children (M = 4.6 years) | 6-month RCT |
| X 0 | X * | ||
Taverno Ross et al. (2018) | United States | 49 children (M = 3.9 years) | 10-week Single group pre-post design |
| X 0 | X * | X * | |
Tomayko et al. (2016) | United States | 150 children (M = 4.0 years) | 24-month RCT |
| X 0 | X * | X * | |
Trost & Brookes (2021) | Australia | 34 children (M = 5.3 years) | 8-week RCT |
| X 0 | X * | ||
Wen et al. (2012) | Australia | 667 children (Range: 2 years) | 24-month RCT |
| X 0 | X * | X * | |
Zask et al. (2012) | Australia | 560 children (M = 4.5 years) | 10-month RCT |
| X * | X * |
Outcomes | ||||||||
---|---|---|---|---|---|---|---|---|
Author | Location | N (Age) | Design | Intervention Protocol | PA | SB/Screen Time | BMI | Motor Skills |
Barkin et al. (2012) | United States | 106 children (M = 4.1 years) | 12-week RCT |
| X * | |||
Bonvin et al. (2013) * | Switzerland | 648 children (M = 3.3 years) | 9-month RCT |
| X 0 | X 0 | X 0 | |
Davison et al. (2011) | United States | 422 children (M = 3.4 years) | 12-month Pre- post measured (nonpaired quasi experimental) |
| X * | X * | ||
Fitzgibbon et al. (2013) * | United States | 157 children (M = 4.5 years) | 14-week RCT |
| X 0 | X 0 | X 0 | |
Laukkanen et al. (2017) * | Finland | 44 children (M = 6.1 years) | 6-month RCT |
| X * | X * | X 0 | |
Puder et al. (2011) * | Switzerland | 652 children (M = 5.2 years) | 12-month RCT |
| X 0 | X * | X 0 | X * |
Quattrin et al. (2012) * | United States | 96 children (M = 4.6 years) | 12-week RCT |
| X * | |||
Stark et al. (2014) * | United States | 18 children (M = 4.6 years) | 6-month RCT |
| X 0 | X * | ||
Trost & Brookes (2021) * | Australia | 34 children (M = 5.3 years) | 8-week RCT |
| X 0 | X * | ||
Tomayko et al. (2016) * | United States | 150 children (M = 4.0 years) | 24-month RCT |
| X 0 | X * | X * | |
Van de Kolk et al. (2019) | Netherlands | 191 children (M = 3.1 years) | 3-month Quasi- experimental design |
| X * | X * | X 0 | |
Walton et al. (2015) | Canada | 48 children (M = 3.0 years) | 9-week RCT |
| X 0 | X 0 | X 0 | |
Yin et al. (2012) | United States | 384 children (M = 4.1 years) | 18-week Quasi- experimental pretest/posttest design |
| X * | X 0 | X * | X * |
Zask et al. (2012) * | Australia | 560 children (M = 4.5 years) | 10-month RCT |
| X * | X * |
Target Change Outcome: Physical Activity | |
---|---|
Recommended Strategy | Citation |
Distribute Educational Material: Provide parents with knowledge-based printed (or web-based) materials with information, interactive activities, and suggestions on how to integrate healthy behaviors into home life. | De Craemer et al., 2014; Ray et al., 2020 |
Direct Contact with Parents: Call parents via telephone to discuss barriers, actions, and goals to enhance PA behaviors. Host individual discussions with parents tailored to their family to identify where and how PA may be increased in their daily life. | Laukkanen et al., 2017 |
Promote Community Resources: Provide families with information on physical activity opportunities within their neighborhoods with relevant details (i.e., hours of operation, pictures, parking availability) and a community event calendar through their local neighborhood to encourage physical activity participation with peers. | Davison et al., 2011; Van de Kolk et al., 2019 |
Encourage Community Engagement: Organize group seminars/lectures with parents and families providing education, interactive games, incorporating motivational techniques, and take home activities. | Laukkanen et al., 2017; Van de Kolk et al., 2019 |
Peer Education: Utilize peer educators (other parents willing to be trained) to deliver presentations and group seminars. | Yin et al., 2012 |
Target Change Outcome: Sedentary Behavior/Screen Time | |
---|---|
Recommended Strategy | Citation |
Home Visits: Researchers visit the physical homes of families to first observe normal routines/behaviors. After the initial visit, researchers can individually discuss goals with parents and strategize tailored techniques to achieve those goals. Families will also receive culturally sensitive toolkits/materials engrained with knowledge-based content and family activities to do in place of engaging in sedentary behaviors. | Haines et al., 2013; Koulouglioti et al., 2013; Taverno-Ross et al., 2018; Tomayko et al., 2016; Wen et al., 2012 |
Distribute Educational Material: Parents receive either printed, web-based educational materials and activities highlighting sedentary behaviors/screen time and to reinforce already established goals. Parents may also participate in individualized and educational discussions with the research team. | Haines et al., 2013; Keita et al., 2014; Knowlden & Sharma, 2016; Laukkanen et al., 2017; Puder et al., 2011; Tomayko et al., 2016; Wen et al., 2012 |
Direct Contact with Parents: Call and text parents to check-in on progress and to reinforce behaviors and goals previously established. During phone calls, incorporate motivational interviewing to promote behavior change. | Haines et al., 2013; Keita et al., 2014 |
Parent Participation: Parents receive a family exercise video that is conducive for the whole family to participate in. Families also receive a TV monitor that connects to their TVs to restrict screen time. | Keita et al., 2014 |
Promote Community Resources: Provide families with information on physical activity opportunities within their neighborhoods with relevant details (i.e., hours of operation, pictures, parking availability) and a community event calendar through their local neighborhood to encourage physical activity participation with peers. | Davison et al., 2011; Van de Kolk et al., 2019 |
Encourage Community Engagement: Schedule parental group sessions targeting encouragement of PA participation, strategies how parents can role model these behaviors, information on TV use, general parenting tips, and demonstrate co-activities that can be reproduced at home. | Laukkanen et al., 2017; Puder et al., 2011; Van de Kolk et al., 2019 |
Target Change Outcome: BMI/Weight Status | |
---|---|
Recommended Strategy | Citation |
Home Visits: Researchers schedule visits to families’ homes that is incorporates monitoring familial behaviors, setting behavioral goals, monitoring progress, and delivering intervention components (i.e., materials, discussions, activities). | Haines et al., 2013; Haines et al., 2018; Stark et al., 2014; Taverno-Ross et al., 2018; Tomayko et al., 2016; Wen et al., 2012 |
Distribute Educational Material: Provide families with printed, individualized educational materials or tool kits targeting their specific goals previously established with the researchers along with information and strategies targeting PA and other activities they can incorporate in their daily life. | Haines et al., 2013; Latomme et al., 2017; Puder et al., 2011; Wen et al., 2012; Zask et al., 2012 |
Direct Contact with Parents: Parents receive tailored behavior change emails, telephone calls, and text messages specific towards check-ins, reinforcement, and encouragement. One-on-one meetings assisting in behavior goal shaping can be scheduled as needed. | Haines et al., 2013; Haines et al., 2018; Quattrin et al., 2012 |
Encourage Community Engagement: Scheduling group informational sessions focusing on PA promotion, TV use, overall sedentary behavior, FMS promotion, and parenting skills. Parents may also be assigned to social groups throughout the duration of the intervention for enhanced peer support. Children can also participate in group activity sessions with their peers. | Barkin et al., 2012; Puder et al., 2011; Quattrin et al., 2012; Stark et al., 2014; Zask et al., 2012 |
Peer Education: Utilize peer educators (other parents willing to be trained) to deliver presentations and group seminars. | Yin et al., 2012 |
Target Change Outcome: Motor Skills | |
---|---|
Recommended Strategy | Citation |
Distributing Educational Material: Parents receive printed and interactive materials pertaining to overall child health promotion. | Puder et al., 2011; Zask et al., 2012 |
Direct Contact with Parents: Parents download a specific mobile app designed to promote FMS in young children through games and activities, in which parents would receive texts and emails for technological troubleshooting support and to confirm adherence. Parents were also able to share achievements with other family and friends virtually. | Trost & Brookes, 2021 |
Community Engagement: Schedule group discussions and informational activity sessions about PA and sedentary behavior, and how to teach FMS at home. | Puder et al., 2011; Zask et al., 2012 |
Peer Education: Utilize peer educators (other parents willing to be trained) to deliver presentations and group seminars. | Yin et al., 2012 |
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Moss, S.; Gu, X. Home- and Community-Based Interventions for Physical Activity and Early Child Development: A Systematic Review of Effective Strategies. Int. J. Environ. Res. Public Health 2022, 19, 11968. https://doi.org/10.3390/ijerph191911968
Moss S, Gu X. Home- and Community-Based Interventions for Physical Activity and Early Child Development: A Systematic Review of Effective Strategies. International Journal of Environmental Research and Public Health. 2022; 19(19):11968. https://doi.org/10.3390/ijerph191911968
Chicago/Turabian StyleMoss, Samantha, and Xiangli Gu. 2022. "Home- and Community-Based Interventions for Physical Activity and Early Child Development: A Systematic Review of Effective Strategies" International Journal of Environmental Research and Public Health 19, no. 19: 11968. https://doi.org/10.3390/ijerph191911968