Bibliographic Details
| Title: |
Feasibility of the Go2Play Active Play intervention for increasing physical and social development in children with intellectual disabilities |
| Authors: |
Arlene McGarty, Nathalie Jones, Katie Rutherford, Sophie Westrop, Lara Sutherland, Andrew Jahoda, Craig Melville |
| Source: |
Pilot and Feasibility Studies, Vol 7, Iss 1, Pp 1-9 (2021) |
| Publisher Information: |
BMC, 2021. |
| Publication Year: |
2021 |
| Collection: |
LCC:Medicine (General) |
| Subject Terms: |
Physical activity, Children, Intellectual disabilities, Active play, Fundamental movement skills, Social skills, Medicine (General), R5-920 |
| More Details: |
Abstract Introduction An active play is designed to increase children’s physical activity levels and fundamental movement skills through outdoor play and is well-suited to the needs of children with intellectual disabilities. However, no active play interventions have included children with intellectual disabilities. This study aims to investigate the feasibility of a school-based active play intervention for children with intellectual disabilities. Method Children aged 7–12 years who had intellectual disabilities and were independently ambulatory were eligible. This single-group 17-week intervention was implemented in two additional support needs schools. It consisted of a weekly 1-h active play session incorporating 30 min of structured games and 30 min of free play. Feasibility of recruitment/retention, adherence, and outcome measures were investigated. Outcome measures included school-based physical activity (ActiGraph GT3X+ accelerometer), fundamental movement skills (Test of Gross Motor Development-2), and social interactions (Playground Observation of Peer Engagement). Staff feedback was collected via open-ended questionnaire. Feasibility was investigated using descriptive statistics and questionnaire data analyzed using thematic analysis. Potential pre-post changes were investigated for school-based physical activity, fundamental movement skills, and social interactions using paired samples t tests. The progression criteria were (1) > 50% of eligible participants recruited, (2) > 50% of recruited participants retained, (3) > 50% of active play sessions spent in MVPA, and (4) > 50% of participants complete outcome measurements. Results All progression criteria were met. Recruitment and retention rates were 100% (n=21 participants). Intervention adherence was high, based on data from n=1 school, with 90% of participants attending all sessions. Measuring physical activity using accelerometry and fundamental movement skills using the Test of Gross Motor Development-2 were feasible. The Playground Observation of Peer Engagement tool to measure social interactions was not feasible. The only significant increase post-intervention was for social interactions during structured play (pre–post mean difference: –1.46, 95% CI −1.99, −0.93). Staff feedback was positive with the intervention well received by schools and potential benefits post-intervention identified by teachers. Conclusion The Go2Play Active Play intervention is feasible for children with intellectual disabilities. Future research should further investigate feasibility and implementation on a larger scale using a pilot cluster randomised controlled trial. Trial registration ISRCTN registry: ISRCTN10277566 . |
| Document Type: |
article |
| File Description: |
electronic resource |
| Language: |
English |
| ISSN: |
2055-5784 |
| Relation: |
https://doaj.org/toc/2055-5784 |
| DOI: |
10.1186/s40814-021-00783-6 |
| Access URL: |
https://doaj.org/article/f89a3cdaa7414debb4c0bc8d9b20e318 |
| Accession Number: |
edsdoj.f89a3cdaa7414debb4c0bc8d9b20e318 |
| Database: |
Directory of Open Access Journals |
