Piloting the Virtual PLAYshop Program: A Parent-Focused Physical Literacy Intervention for Early Childhood
Abstract
:1. Introduction
2. Methods
2.1. Study Design
2.2. Participants
2.3. Intervention (Virtual PLAYshop Program)
2.4. Procedures
2.5. Data Collection
2.5.1. Parental Experiences of the Virtual PLAYshop Program (Primary Objective 1)
2.5.2. Virtual Assessment Protocol for Children’s FMS (Primary Objective 2)
2.5.3. Children’s FMS (Secondary Objective 1)
2.5.4. Parental Capability, Opportunity, and Motivation (Secondary Objective 2)
2.5.5. Parental Physical Activity Modeling and Parent–Child Co-Participation in Physical Activity (Secondary Objective 3)
2.5.6. Participant Characteristics
2.6. Data Analyses
2.6.1. Quantitative Analyses
2.6.2. Qualitative Analyses
3. Results
3.1. Parental Experiences of the Virtual PLAYshop Program (Primary Objective 1)
3.1.1. Participation
3.1.2. Facilitators and Barriers
3.2. Virtual Assessment Protocol for Children’s FMS (Primary Objective 2)
3.3. Children’s FMS (Secondary Objective 1)
3.4. Parental Capability, Opportunity, and Motivation (Secondary Objective 2)
3.5. Parental Physical Activity Modeling and Parent–Child Co-Participation in Physical Activity (Secondary Objective 3)
4. Discussion
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Participant Characteristics | Parent Online Questionnaire | Virtual Assessment Session for Children’s FMS b | |||
---|---|---|---|---|---|
Baseline (n = 34) | Post-Workshop (n = 32) | 2-Month Follow-Up (n = 30) | Baseline (n = 33) | 2-Month Follow-Up (n = 29) | |
Children’s characteristics | |||||
Age (years) | 4.37 (0.13) | 4.37 (0.14) | 4.31 (0.14) | 4.36 (0.13) | 4.30 (0.14) |
Sex (assigned at birth) | |||||
Male | 55.9 (19) | 56.3 (18) | 56.7 (17) | 54.5 (18) | 55.2 (16) |
Female | 44.1 (15) | 43.8 (14) | 43.3 (13) | 45.5 (15) | 44.8 (13) |
Race/ethnicity | |||||
White | 73.5 (25) | 75.0 (24) | 73.3 (22) | 75.8 (25) | 75.9 (22) |
Other | 26.5 (9) | 25.0 (8) | 26.7 (8) | 24.2 (8) | 24.1 (7) |
Number of children | |||||
1 | 23.5 (8) | 21.9 (7) | 23.3 (7) | 24.2 (8) | 24.1 (7) |
2 | 38.2 (13) | 40.6 (13) | 40.0 (12) | 39.4 (13) | 41.4 (12) |
3 or more | 38.3 (13) | 37.6 (12) | 36.6 (11) | 36.4 (12) | 34.4 (10) |
Nonparental care time (hours per week) | 17.93 (3.03) | 16.23 (2.96) | 16.15 (3.05) | 17.56 (3.10) | 15.67 (3.11) |
Full-time care a | |||||
Yes | 38.2 (13) | 34.4 (11) | 33.3 (10) | 36.4 (12) | 31.0 (9) |
No | 61.8 (21) | 65.6 (21) | 66.7 (20) | 63.6 (21) | 69.0 (20) |
Parental characteristics | |||||
Age (years) | 37.56 (0.74) | 37.62 (0.75) | 37.78 (0.78) | 37.59 (0.76) | 37.82 (0.81) |
Sex (assigned at birth) | |||||
Male | 5.9 (2) | 6.3 (2) | 6.7 (2) | 6.1 (2) | 6.9 (2) |
Female | 94.1 (32) | 93.8 (30) | 93.3 (28) | 93.9 (31) | 93.1 (27) |
Highest level of education | |||||
Above Bachelor’s degree | 29.4 (10) | 31.3 (10) | 30.0 (9) | 30.3 (10) | 31.0 (9) |
Bachelor’s degree | 52.9 (18) | 50.0 (16) | 53.3 (16) | 51.5 (17) | 51.7 (15) |
Below Bachelor’s degree | 17.6 (6) | 18.8 (6) | 16.7 (5) | 18.2 (6) | 17.2 (5) |
Previous physical literacy-related training | |||||
Yes | 26.5 (9) | 28.1 (9) | 26.7 (8) | 24.2 (8) | 24.1 (7) |
No | 73.5 (25) | 71.9 (23) | 73.3 (22) | 75.8 (25) | 75.9 (22) |
Physical Literacy Activities | Sample Quotes |
---|---|
Manipulative/ball skill activities | PS04: We’ve done lots of games with balls and like we have a little soccer net, so just kicking the ball around to each other and to the soccer net. |
PS18: He’s really drawn to the paddle with the balloons… he got his older brother and older sister in on it, so they were playing kind of ‘keepy uppy’ and wapping it against the wall. | |
PS32: And he obviously loves this blue ball. He’s always like throwing and catching and sometimes we’ll play catch. | |
Locomotor skill activities | PS21: We’ve been like when we go on walks, we try to do shadow tag, and try to do two foot jumps over things and make sure we’re landing with both feet. |
PS30: We did the one where you cut out shapes and do like the hopscotch with the colors. | |
Balance skill activities | PS03: She’s actually been practicing the, the one legged balance thing. I think it’s on one of her yoga sheets as well, it’s the same thing. So she’s been practicing that often. She’s super proud of how well she can balance now. |
PS23: She balances on just like fencing and logs that are knocked over or like balance and jump from like stone to stone and like walk along the logs. | |
Other activities | PS15: Riding bikes, or jumping on the trampolines is probably his favorite. |
PS19: And then mostly we’ve been focusing on bike riding and swimming this summer, so we’ve been doing lots of that. | |
Parent–child co-play | PS04: Daddy pretends he’s a sleeping alligator and they sneak up and then he tries to catch them and they run away. |
PS32: Now I think I understand that it is important for both of us to engage in these activities. And like you said, to make it fun, you don’t want it to be something that you dread doing right. Make enjoyable for the both of you. |
Facilitators and Barriers | Sample Quotes |
---|---|
Parent | |
Physical literacy knowledge * | PS10: I definitely have a better idea of how to get him moving. And you made it easier. (facilitator) |
PS16: It was funny because it wasn’t until the workshop that I realized there were a couple of things that he had never done… like an underhanded throw was one. (facilitator) | |
Personal factor: parental energy | PS14: Our energy levels as adults to sort of facilitate these is not always there depending on the day. (barrier) |
PS25: I am working casually now, so I think that’s a big, that’s a big one because I’m not tired as much. I can schedule the time. (facilitator) | |
Personal factor: making it a habit/adding it to routine | PS07: That’s one piece, like prioritizing the time to really practice that active play without signing up for a class or, um, you know, something like that. I would say it’s something that I feel a little bit sad about because there’s so much more that we know now that we can be doing. (barrier) |
PS23: What if I can see a little opportunity here or there, like chasing each other around after bath, to do that and let her run around and jump on the couches and throw stuff in the house within reason. (facilitator) | |
Personal factor: caring for other children | PS27: I have a younger (child) that’s eight months. So when he started crawling and moving around, the combo of the two not being the same age, finding common activities was tricky. (barrier) |
Cost of activities | PS04: This was a nice reminder of things that we can be doing that are simple at home and not like on a huge scale that, you know, they have to be registered in a $200 a day program of doing skills of soccer or whatever. (facilitator) |
Child | |
Personal factor: child’s energy | PS08: He’s at daycare all day and when he gets home, he’s kind of done. They do over two hours of outside play at daycare each day. It’s go, go, go all day. So when he gets home he kind of wants to veg it seems. (barrier) |
PS34: She’s very active, she likes to play, she likes to be outside. She likes to play with her baby sister. She’s an active girl. She has lots of energy. (facilitator) | |
Personal factor: child’s mood | PS20: I would say that if he’s in a mood and he wants to play, they go really well. If he’s in a mood where that’s not his idea, then they don’t go well at all. (facilitator and barrier) |
Personal factor: child’s interest | PS07: She was already interested in throwing, but the workshop really gave us some more pieces to think about, like how you throw. (facilitator) |
Playful experiences * | PS07: She also really loves putting pillows on the floor and figuring out how to get from one place to another. (facilitator) |
PS08: Sometimes he has his own ideas of how things should go, so I might think, oh, we’re going to do such and such. And then he’s like, no mom, we’re going to do it this way. And because it’s play, I usually just let him go with his ideas and stuff. So yeah, he’s not always that coachable, but it’s gone pretty well. (facilitator) | |
PS18: This feels a little bit more like we’re having fun, we’re playing a game, but I’m more confident about what the objective is with it, you know, their objective is always have fun. (facilitator) | |
Environment | |
Climate | PS10: The summer is always nice too, just to be able to get outside and run in the sprinkler and play with the balls and stuff like that. So summer is always great. (facilitator) |
PS14: And I think sort of indoor activities, you know, it’s summer right now, it’s pretty easy for us to be outside and be more active. But sometimes I’m looking forward to trying them in the winter or on days where it’s not quite so nice, right. Where it’s a bit tougher sometimes. (facilitator and barrier) | |
PS20: As much as it probably shouldn’t affect things, I would say the weather makes a big difference. (barrier) | |
Location | PS03: Our living room is very much like a play area anyway… so there’s just lots of room to play. (facilitator) |
PS15: We have a fairly decent sized backyard and a park close by, so we can go to either of those places to do it. (facilitator) | |
PS16: Honestly, that was probably the most helpful thing is all those ideas that I hadn’t thought of that will work so great inside. (facilitator) | |
PS32: I just wish we had a little bit more space. Living in a condo is we’re very restricted in terms of space. (barrier) | |
Minimal equipment * | PS14: Pointing out where we could use household items was helpful. (facilitator) |
PS14: The setup’s pretty easy. (facilitator) | |
PS19: It’s really easy to have something super fun and engaging that doesn’t need a lot of big fancy equipment. (facilitator) | |
Finding time | PS01: Just busyness, once the nights start getting dark earlier, it feels like we run out of time once we’re home from school and work to go out and do something. (barrier) |
PS04: I think that that was important that they were simple and could be easily done, because if you had given us ideas, like, okay, you need to buy this equipment and you need to do this and this, and it’s going to take you an hour each day. It would be just too overwhelming (facilitator) | |
PS18: We don’t need something fancy or preplanned and meticulously organized… I feel more like they’re spontaneous now, but they’re purposeful. (facilitator) | |
COVID-19 pandemic | PS14: I think the other thing, I guess I’ll mention is this is an interesting time to do it where COVID has interrupted a lot of these like registered activities. (facilitator) |
PS25: COVID restrictions are down a little bit, so that’s been also something like, I don’t feel guilty much that I’m not spending too much time, because then he can do those activities in his camps and with his team. (barrier) |
Variables (Score Range) | Baseline | 2-Month Follow-Up | Effect Size | p | 95% CI | |||
---|---|---|---|---|---|---|---|---|
M | SD | M | SD | (Cohen’s d) | Lower | Upper | ||
Children’s FMS | ||||||||
Overhand throw (0–8) | 1.00 | 1.65 | 0.90 | 1.42 | −0.06 | 0.742 | −0.74 | 0.53 |
Underhand throw (0–8) | 3.59 | 3.01 | 3.59 | 2.60 | 0.00 | 1.000 | −1.23 | 1.23 |
Horizontal jump (0–8) | 2.00 | 1.56 | 2.10 | 1.54 | 0.07 | 0.729 | −0.50 | 0.71 |
Hop (0–8) | 1.31 | 1.63 | 2.34 | 2.48 | 0.54 | 0.007 | 0.31 | 1.76 |
One-leg balance a | 5.23 | 9.02 | 6.16 | 10.24 | 0.24 | 0.204 | −0.53 | 2.39 |
Parental Self-Reported Outcome Variables (Score Range) | Baseline (T1) | Post-Workshop (T2) | 2-Month Follow-Up (T3) | Effect Size | p | Within-Subjects Contrasts | |||
---|---|---|---|---|---|---|---|---|---|
M | SE | M | SE | M | SE | (Partial η2) | |||
Parental capability | |||||||||
Parental knowledge (0–45) | 27.29 | 1.32 | 33.26 | 0.98 | 34.27 | 0.82 | 0.53 | <0.001 | T1 < T2; T1 < T3 |
Parental opportunity | |||||||||
Parental perceived availability of resources (0–5) | 3.43 | 0.14 | 4.13 | 0.13 | 4.27 | 0.14 | 0.37 | <0.001 | T1 < T2; T1 < T3 |
Parental perceived barrier: lack of time (0–5) | 2.10 | 0.14 | 1.73 | 0.13 | 2.10 | 0.19 | 0.06 | 0.178 a | |
Parental perceived barrier: discomfort in letting child play outside (0–5) | 2.07 | 0.15 | 1.87 | 0.15 | 2.17 | 0.15 | 0.05 | 0.266 | |
Parental perceived barrier: lack of opportunity (0–5) | 2.13 | 0.17 | 1.93 | 0.15 | 2.10 | 0.15 | 0.02 | 0.552 | |
Parental perceived barrier: transportation problem (0–5) | 2.00 | 0.16 | 1.87 | 0.14 | 2.00 | 0.14 | 0.02 | 0.594 | |
Parental perceived barrier: high cost (0–5) | 3.10 | 0.22 | 3.13 | 0.22 | 3.13 | 0.22 | 0.00 | 0.968 | |
Parental motivation | |||||||||
Parental confidence (0–55) | 36.61 | 1.42 | 44.37 | 1.18 | 44.78 | 1.00 | 0.54 | <0.001 | T1 < T2; T1 < T3 |
Parental beliefs (0–20) | 17.24 | 0.35 | 18.53 | 0.30 | 17.67 | 0.39 | 0.26 | <0.001 | T1 < T2 |
Parental outcome expectations (0–15) | 12.60 | 0.26 | 13.15 | 0.28 | 13.14 | 0.23 | 0.12 | 0.027 | T1 < T2; T1 < T3 |
Other | |||||||||
Parental physical activity modeling (0–12) | 7.93 | 0.34 | 8.70 | 0.34 | 8.87 | 0.33 | 0.20 | 0.001 | T1 < T2; T1 < T3 |
Parent–child co-participation in physical activity (0–20) | 13.57 | 0.68 | 14.12 | 0.59 | 14.97 | 0.52 | 0.13 | 0.028 a | T1 < T3 |
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© 2023 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
Hwang, Y.; Boyd, M.; Naylor, P.-J.; Rhodes, R.E.; Liu, S.; Moldenhauer, R.; Li, J.; Wright, C.; Buckler, E.J.; Carson, V. Piloting the Virtual PLAYshop Program: A Parent-Focused Physical Literacy Intervention for Early Childhood. Children 2023, 10, 720. https://doi.org/10.3390/children10040720
Hwang Y, Boyd M, Naylor P-J, Rhodes RE, Liu S, Moldenhauer R, Li J, Wright C, Buckler EJ, Carson V. Piloting the Virtual PLAYshop Program: A Parent-Focused Physical Literacy Intervention for Early Childhood. Children. 2023; 10(4):720. https://doi.org/10.3390/children10040720
Chicago/Turabian StyleHwang, Yeongho, Madison Boyd, Patti-Jean Naylor, Ryan E. Rhodes, Sam Liu, Ramiah Moldenhauer, Joshua Li, Chris Wright, E. Jean Buckler, and Valerie Carson. 2023. "Piloting the Virtual PLAYshop Program: A Parent-Focused Physical Literacy Intervention for Early Childhood" Children 10, no. 4: 720. https://doi.org/10.3390/children10040720