The Role of Local Leaders in the Implementation of Adult-Initiated Motor Skill Development and Physical Activity in Preschool—A Case Study

Klein-Wengel, Trine Top; Nielsen, Jonas Vestergaard; Smedegaard, Søren; Skovgaard, Thomas

doi:10.3390/ijerph182413119

Cited by 2 publications

(2 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, when looking at the maximum variation between preschools, it is clear that some are struggling. This might be due to low prioritization by local preschool leaders or a general lack of organizational support (e.g., from the municipal programme mangers) to follow through on implementation decisions [ 26 , 30 , 33 , 43 ].…”

Section: Discussionmentioning

confidence: 99%

“…The recent development of the framework has put emphasis on describing the possible adaptations made to the programme as well as the use of qualitative methods to better understand the implementation context and reasons as to how and why implementation strategies were chosen [ 32 ]. Such qualitative aspects are not included in the present RE-AIM evaluation of MiPS, as they have been reported elsewhere [ 33 ].…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

In It for the Long Haul: RE-AIM Evaluation of a Preschool Programme Implementing and Maintaining Adult-Initiated Motor Skill Development and Physical Activity across a Two-Year Period

Nielsen

Skovgaard

Klein-Wengel

et al. 2022

IJERPH

Self Cite

View full text Add to dashboard Cite

Good motor skills (MS) are considered important for children’s social, psychological and physical development and general physical activity (PA) levels. The Motor skill in Preschool study (MiPS) aimed to optimize children’s MS through weekly PA sessions. The aim of this study is to use the RE-AIM framework to report the two-year implementation process of MiPS since the programme’s initiation. Data were collected through a staff questionnaire based on the RE-AIM framework. Data were collected at three months, one year and two years after initiation. Results show that the pedagogical staff believes that the programme promotes MS in children. Implementation measures only showed medium to low fidelity concerning the core element of performing adult-initiated PA sessions with a duration of at least 45 min 4 days a week. The largest barrier was finding the time to plan these PA sessions. Still, the content of the PA sessions achieved high fidelity scores and the programme was deemed suitable for staff’s everyday practice and in alignment with the stated pedagogical goals. The mandatory competence development course was highly valued as strong implementation support. It is notable that there is a large variation in the implementation among the preschools with some struggling more than others.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

In It for the Long Haul: RE-AIM Evaluation of a Preschool Programme Implementing and Maintaining Adult-Initiated Motor Skill Development and Physical Activity across a Two-Year Period

Nielsen

Skovgaard

Klein-Wengel

et al. 2022

IJERPH

Self Cite

View full text Add to dashboard Cite

show abstract

The Effect of a Structured Intervention to Improve Motor Skills in Preschool Children: Results of a Randomized Controlled Trial Nested in a Cohort Study of Danish Preschool Children, the MiPS Study

Hestbæk

Vach²,

Andersen

et al. 2021

IJERPH

View full text Add to dashboard Cite

The preschool age seems to be decisive for the development of motor skills and probably the most promising time-window in relation to improvement of motor skills. This trial investigates the effect of an intensive structured intervention to improve motor skills in 3–6-year-old preschool children. A total of 471 Danish preschool children participated in a cluster randomized controlled trial. The intervention was to enhance motor skills, including predefined minimum criteria. Motor skills were measured using the Motor Assessment Battery for Children-2 (MABC-2) (total and three domains) at baseline and 6-, 18-, and 30-months post-intervention. The effect was estimated by multilevel linear regression with preschool and child included as random effects and adjusted for baseline values. Effect estimates were mainly positive at 6 months, but negative at 30 months with very few statistically significant estimates. In preschools with baseline motor skills scores below average, there was a tendency towards a larger improvement in the intervention group. Future interventions and research should focus on clusters with poor motor skills, as there is larger room for improvement. It remains to be seen whether the intervention can influence general well-being, physical activity, and self-perceived competence, both short- and long-term.

show abstract

The Role of Local Leaders in the Implementation of Adult-Initiated Motor Skill Development and Physical Activity in Preschool—A Case Study

Cited by 2 publications

References 53 publications

In It for the Long Haul: RE-AIM Evaluation of a Preschool Programme Implementing and Maintaining Adult-Initiated Motor Skill Development and Physical Activity across a Two-Year Period

In It for the Long Haul: RE-AIM Evaluation of a Preschool Programme Implementing and Maintaining Adult-Initiated Motor Skill Development and Physical Activity across a Two-Year Period

The Effect of a Structured Intervention to Improve Motor Skills in Preschool Children: Results of a Randomized Controlled Trial Nested in a Cohort Study of Danish Preschool Children, the MiPS Study

Contact Info

Product

Resources

About