University of Limerick Institutional Repository

Acceptability and feasibility of single-component primary school physical activity interventions to inform the AS:Sk project

DSpace Repository

Show simple item record

dc.contributor.author Taylor, Sarah L.
dc.contributor.author Noonan, Robert J.
dc.contributor.author Knowles, Zoe R.
dc.contributor.author McGrane, Bronagh
dc.contributor.author Curry, Whitney B.
dc.contributor.author Fairclough, Stuart J.
dc.date.accessioned 2019-01-24T10:02:23Z
dc.date.available 2019-01-24T10:02:23Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10344/7505
dc.description peer-reviewed en_US
dc.description.abstract Multi-component school-based interventions provide physical activity (PA) opportunities for children but are often difficult for schools to execute and may not be implemented as intended. The primary aim of this study was to explore the acceptability and feasibility of three brief single component primary school PA interventions targeting 9–10-year-old children. The secondary aim was to examine the effectiveness of the interventions on increasing PA levels and reducing sedentary time. The single-component interventions included active classroom breaks (AB; 3 schools; n = 119 children) Born to Move (BTM) exercise videos (2 schools; n = 50 children), and playground supervisory staff training (2 schools; n = 56 children). Qualitative data from participating children (n = 211), class teachers (n = 6), and playground supervisory staff (n = 8) explored the experiences, acceptability, and feasibility of each intervention component. Accelerometers were worn by 225 children during the last week of implementation. Teachers reported that they were able to implement ABs daily, but BTM videos were more difficult to implement daily because of accessing sufficient space. Playground staff reported difficulties in implementing activities due to children’s age and competing responsibilities on the staffs’ time. Children reported that the ABs and BTM videos were enjoyable. During half hour time windows, including the ABs and BTM videos, children engaged in 4.8 min and 8.6 min of moderate to vigorous PA (MVPA) on average, respectively. ABs and BTM videos positively affected MVPA. ABs were feasible to implement; however, teachers faced some barriers in implementing the BTM videos. Feasibility of playground interventions may be dependent on staff responsibilities and age of the children. en_US
dc.language.iso eng en_US
dc.publisher MDPI en_US
dc.relation.ispartofseries Children;5, 171
dc.relation.uri http://dx.doi.org/10.3390/children5120171
dc.subject acceptability en_US
dc.subject feasibility en_US
dc.subject intervention en_US
dc.subject physical activity en_US
dc.subject sedentary en_US
dc.subject accelerometry en_US
dc.subject children en_US
dc.title Acceptability and feasibility of single-component primary school physical activity interventions to inform the AS:Sk project en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.3390/children5120171
dc.contributor.sponsor West Lancashire School Sport Partnership en_US
dc.contributor.sponsor West Lancashire Community Leisure Trust en_US
dc.contributor.sponsor Edge Hill University en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search ULIR


Browse

My Account

Statistics