Effect of a governmentally-led physical activity program on motor skills in young children attending child care centers: a cluster randomized controlled trial

Abstract

ObjectiveTo assess the effect of a governmentally-led center based child care physical activity program (Youp’là Bouge) on child motor skills.Patients and methodsWe conducted a single blinded cluster randomized controlled trial in 58 Swiss child care centers. Centers were randomly selected and 1:1 assigned to a control or intervention group. The intervention lasted from September 2009 to June 2010 and included training of the educators, adaptation of the child care built environment, parental involvement and daily physical activity. Motor skill was the primary outcome and body mass index (BMI), physical activity and quality of life secondary outcomes. The intervention implementation was also assessed.ResultsAt baseline, 648 children present on the motor test day were included (age 3.3 ± 0.6, BMI 16.3 ± 1.3 kg/m2, 13.2% overweight, 49% girls) and 313 received the intervention. Relative to children in the control group (n = 201), children in the intervention group (n = 187) showed no significant increase in motor skills (delta of mean change (95% confidence interval: -0.2 (−0.8 to 0.3), p = 0.43) or in any of the secondary outcomes. Not all child care centers implemented all the intervention components. Within the intervention group, several predictors were positively associated with trial outcomes: 1) free-access to a movement space and parental information session for motor skills 2) highly motivated and trained educators for BMI 3) free-access to a movement space and purchase of mobile equipment for physical activity (all p < 0.05).ConclusionThis “real-life” physical activity program in child care centers confirms the complexity of implementing an intervention outside a study setting and identified potentially relevant predictors that could improve future programs.Trial registrationClinical trials.gov NCT00967460

Efficacy of gross motor skill interventions in young children: an updated systematic review

“…This was done through home connection materials such as educational handouts and a music CD 18 or parent information sessions to inform them on the benefits of physical activity and how to integrate this within their family environment. 19 It is recommended to actively involve parents in centre-based GMS development programmes and encourage them to practice skills in the home environment 12 to reinforce the learning that has occurred at the centre and strengthen the relationship between the centre and home setting. Informing and guiding parents in how to practice GMS, the duration of practice and how to motivate their children can be done in several ways such as through information sessions, by handing out home materials or via email and the use of social media.…”

“…Five studies were published between 2011 and 2014. [17][18][19][20][21] Three studies were conducted in the USA 17 18 22 two studies were conducted in Australia 20 23 and the others were conducted in Switzerland 19 and Greece. 21 Some studies recruited centres based on region 19 21 or within an existing program 17 while others worked together with the (local) government 23 or childcare organisations.…”

“…21 The sample size of the studies varied from 71 17 to 835 participants. 19 Implementation All interventions took place in early childhood settings and most were delivered by setting staff. 17-19 20 23 Professional development sessions were offered prior to the interventions (1-5 sessions).…”

Perfil do desenvolvimento motor em escolares com excesso de peso

“…Os comportamentos ativos constroem um repertório motor suficientemente adaptado para contextos específicos de movimento 3 . No entanto, há várias condições ambientais ou biológicas que colocam em risco o curso normal do desenvolvimento motor 4 .…”

“…Em contraste, a atividade física limitada pode contribuir para deficiência na coordenação motora. Intervenções na atividade física em crianças demonstraram ter impacto positivo na autoestima, especialmente pronunciado nas crianças obesas 16 . Diferenças relacionadas ao peso e às habilidades motoras em crianças em idade escolar ainda apresentam controvérsias 5,8,[11][12][13][14] .…”