Playful Interventions Increase Knowledge about Healthy Habits and Cardiovascular Risk Factors in Children: The CARDIOKIDS Randomized Study

Abstract

BackgroundChildhood obesity is an important health problem worldwide. In this context, there is a need for the development and evaluation of innovative educational interventions targeting prevention and formation of health habits.ObjectivesTo ascertain the impact of ludic workshops on children’s knowledge, self-care, and body weight.MethodsThis was a randomized, clinical study with 79 students aged 7-11 years, conducted from March to November 2012. Anthropometric measurements were collected and two questionnaires (Typical Day of Physical Activities and Food Intake, in Portuguese, and the CARDIOKIDS, a questionnaire of knowledge about cardiovascular risk factors) were applied at baseline, at the end of intervention, and three months thereafter. The intervention consisted of eight playful workshops, which involved the presentation of a play.ResultsSeventy-nine students were randomized to the intervention (n = 40) or the control group (n = 39). Mean age was 10.0 ± 1.1 years. After eight weeks, the intervention group showed significant improvement in the knowledge score (p < 0.001). There was an increase in physical activity scores in both groups, but with no difference between the groups at the end of intervention (p = 0.209). A reduction in the BMI percentile was observed in the intervention group, but there was no significant statistical difference between the two groups after the intervention.ConclusionsPlayful interventions may improve knowledge and physical activity levels in children and, when combined with other strategies, may be beneficial to prevent child obesity and improve self-care.

Use of educational technologies in the promotion of children’s cardiovascular health: a systematic review

“…As shown in Table 3, it was possible to identify that the objectives were aimed at promoting cardiovascular health in children, through the performance of activities aimed at addressing risk factors in a specific way, such as concerns about inadequate diet (23), sedentary lifestyle (22,24), being overweight (18–20), and lack of knowledge (19,23). Moreover, other studies have been carried out to provide an active lifestyle for the children (17,21,23).…”

“…Different strategies were used to promote cardiovascular health in children. Services using wide-ranging digital tools such as Fooya (17), Fit2Play TM (18), and exergame in a cycling program (20), as well as low-tech interventions, such as play workshops using tools such as CARDIOKIDS (19), the SI! Program (21), MOVI-2 (22), and interventions carried out in the school environment (23,24) were the actions used in these scientific productions.…”

“…Of the educational technologies described in the intervention, three studies mentioned the use of digital games (17,20), in addition to associating this type of game with real elements (municipal parks) (18). Other studies have used art workshops through drawings, dancing with music, and memory games (19). One of the studies (21) added virtual elements such as emotion cards, healthy tips, and online resources into their real activities.…”

Effect of the board game as educational technology on schoolchildren’s knowledge on breastfeeding

“…However, in addition to playful interventions, other strategies must be implemented for the effective behavioral change to occur 30 .…”

Narrative-based strategies to promote healthy eating behaviours in childhood: a systematic review

“…A huge variety of school-based obesity prevention and treatment programs have been introduced to increase healthy eating behaviours in childhood (Blom-Hoffman, Kelleher, Power & Leff, 2004;Burgermaster, Koroly, Contento, Koch & Gray, 2017;Drapeau, Savard, Gallant, Nadeau & Gagnon, 2016;DelgadoNoguera, Tort, Martinez-Zapata & Bonfill, 2011;Evans, Christian, Cleghorn, Greenwood & Cade, 2012;Han, Kim & Park, 1997;Howerton, Bell, Dodd, Berrigan, Stolzenberg-Solomon & Nebeling, 2007;Jones et al, 2012;Kim, Choi & Kim, 2011;Knai, Pomerleau, Lock & McKee M, 2006;Sahota, Rudolf, Dixey, Hill, Barth & Cade, 2001;Shannon, Graves & Hart, 1982;Silveira, Taddei, Guerra & Nobre, 2011;Van Cauwenberghe, Maes, Spittaels, van Lenthe, Brug & Oppert, 2010) including: curriculum-based activities (Graziose, Koch, Wang, Lee Gray & Contento, 2017;Lakin & Littledyke, 2008), behavioural interventions (Başkale & Bahar, 2011;Räsänen 2004;Tanas, Pedretti, Gilli, Gagnayre & Marcolongo, 2011), sensory education (Mustonen & Tuorila, 2010;Reverdy, Chesnel, Schlich, Köster & Lange, 2008;Reverdy, Schlich, Köster, Ginon & Lange, 2010), classroom cooking experiences or involvement in meal preparation (van der Horst, Ferrage & Rytz, 2014;Walters & Stacey, 2009), playful approaches such as videogames, card games and computer-based activities or educational videos/DVD (Cecchetto, Pena & Pellanda, 2017;Gabrielli et al, 2017;Lee et al, 2017), school gardening (Sarti, Dijkstra, Nury, Seidell & Dedding, 2017), motivational theatre and storytelling …”