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Study of Health and Activity in Preschool Environments (SHAPES): study protocol for a randomized trial evaluating a
Karin A Pfeiffer1, Ruth P Saunders, William H Brown
1Department of Kinesiology, Michigan State University, 308 West Circle Drive, 27R Intramural Rec Sports- Circle, East Lansing, MI 48824, USA. kap@msu.edu
Insights
This study evaluated a multi-component intervention to increase physical activity in preschool children. The intervention aimed to improve activity levels and reduce sedentary behavior through various engaging components.
Area of Science:
- Public Health
- Pediatric Health
- Behavioral Science
Background:
- Physical inactivity is a significant public health issue affecting preschool-aged children.
- Few interventions exist to increase physical activity in this demographic.
- Preschools offer a critical setting for implementing physical activity interventions.
Purpose of the Study:
- To assess a multi-component intervention's impact on physical activity, sedentary behavior, and energy expenditure in 3-5 year olds.
- To identify factors associated with changes in physical activity and sedentary behavior.
- To evaluate the implementation process of the intervention within preschool settings.
Main Methods:
- A two-year randomized trial (Study of Health and Activity in Preschool Environments - SHAPES) involving 16 preschools.
- Intervention components included indoor/outdoor activities, lessons, and social environment modifications.
- Outcomes measured via accelerometers, weight status, and process evaluation of implementation fidelity.
Main Results:
- The study design and intervention protocol are described.
- Data collection included physical activity, sedentary behavior, energy expenditure, weight status, and environmental factors.
- Process evaluation assessed intervention delivery and teacher implementation fidelity.
Conclusions:
- This study addresses critical gaps in promoting physical activity among preschool children.
- It highlights the importance of multi-component approaches and rigorous evaluation.
- The findings will inform future interventions for increasing physical activity in early childhood settings.
Background:
Physical inactivity is a recognized public health concern. Inadequate proportions of children in the U.S, including those of preschool age, are meeting physical activity recommendations. In response to low numbers of preschool children attaining appropriate physical activity levels, combined with the large number of young children who attend preschool, researchers have identified the need to devise interventions to increase physical activity at preschools. However, few multi-component interventions to increase physical activity in preschool children exist. The aims of this study were to observe the effects of a multi-component intervention on physical activity, sedentary behavior, and physical activity energy expenditure in 3-5 year-old children; identify factors that associate with change in those variables; and evaluate the process of implementing the multi-component intervention. The purpose of this manuscript is to describe the study design and intervention protocol.
Methods/Design:
The overall design of the Study of Health and Activity in Preschool Environments (SHAPES) was a two-year randomized trial (nested cohort design), with two conditions, two measurement occasions, and preschool serving as the unit of analysis. Sixteen schools (eight intervention and eight control) were enrolled. The intervention protocol was based on the social ecological model and included four main components: (a) indoor physical activity ("move inside"), (b) recess ("move outside"), (c) daily lessons ("move to learn"), and (d) social environment. Components were implemented using teacher and administrator trainings and workshops, site support visits, newsletters, and self-monitoring methods. Outcomes included accelerometer assessment of physical activity, sedentary behavior, and physical activity energy expenditure; weight status; and demographic factors; family/home social and physical environment; and parental characteristics. An extensive process evaluation battery was also used to monitor dose delivered by interventionists, completeness of intervention component delivery by teachers, and fidelity of teachers' implementation.
Discussion:
The study will address important gaps relative to increasing physical activity in preschool children. Few studies to date have incorporated a multi-component approach, rigorous measurement protocol, and thorough evaluation of intervention implementation.
