Development, Feasibility, and Acceptability of Aim to Play, a User-Friendly Digital Application for Teacher Skills Training and Physical Education Activities for 3-5 Grade Elementary Students

摘要 儿童缺乏身体活动与儿童中无数可预防的健康不平等现象有关， 包括更高的患病率和更严重的儿童肥胖症，更差的心血管和骨骼健康以及更低的 认知功能、心理健康和自尊的影响。来自低收入、少数民族和农村背景的儿童 特别容易受到不符合健康促进体力活动（PA）建议水平的影响， 学校要比其他孩子获得高质量的PA机会。虽然目前有40个州的法律规定， 小学体育（PE）旨在促进学生公共健康目标，大多数代表性不足的学生都这样做 没有实现充分的体育参与，因为教师（体育认证和正规课堂教师谁教体育） 有限或无法获得易于使用和低成本的方案资源， 基于标准的PE为了满足这些需求，将设计Aim to Play™数字应用程序（“app”）程序， 最初是为3 - 5年级的课堂教师谁越来越多地承担体育教学的责任。教师 由于（1）设施、规划和教学时间不足， 设备限制;（2）不同的学生技能水平和管理学生参与的经验;以及（3）整体 缺乏有效开展体育活动的指导知识和运动技能训练。解决这些 障碍，Aim to Play™将跨平台和设备工作，并提供简单，易于使用，证据和标准， 基于体育课的活动，可以根据时间，教学环境（教室，室内/室外），年级，学生 技术水平和设备资源，并具有嵌入式数据跟踪功能，以协助满足国家规定的报告需求。 该应用程序将是低成本的，并包括简短的教师技能演示视频，为每一节课，与适应 为3 - 5年级学生提供基于教室和循环（即旋转活动站）的课程，并嵌入音乐 信号转换，以协助课堂组织。教师将通过数字手持平板电脑访问该程序 设备，在线或离线，增加与弱Wi-Fi设置的可访问性.在第一阶段SBIR期间，我们计划（1） 使用迭代过程开发Aim to Play™应用程序的原型（即beta）版本，这是一个跨平台的数字 程序应用程序专为3 - 5年级的课堂教师，提供方便地访问量身定制的，从事课堂- 以满足教师和学生需求的体育活动或健身房为基础的体育活动，（2）评估可用性，满意度， 在学校环境中的目标发挥™计划的可接受性，以及实施的保真度，与9个小学 为低收入、农村和/或少数民族儿童的不同课堂服务的学校教师，以及对 学生参与活动。如果我们的第一阶段基准得到满足，这将支持第二阶段活动的可行性。 在第二阶段，我们计划根据第一阶段调查和离职面谈中获得的反馈修改Aim to Play™， 创建额外的程序模块，并通过短期随机对照试验评估Aim to Play™的有效性 评估教师的体育知识，自我效能，实践和学生参与资源不足的学校。

ABSTRACT Childhood physical inactivity is associated with a myriad of preventable health inequities among children, including greater prevalence and more severe childhood obesity, poorer cardiovascular and bone health and lower levels of cognitive functioning, mental health, and self-esteem. Children from low-income, minority, and rural backgrounds are particularly vulnerable for not meeting recommended levels of health-enhancing physical activity (PA) and rely more heavily on schools to obtain quality PA opportunities than other children. While 40 states currently have laws mandating elementary school physical education (PE) to promote student public health objectives, most underrepresented students do not achieve adequate PE participation because teachers (both PE certified and regular classroom teachers who teach PE) have limited or no access to easy to use and low cost programmatic resources for conducting effective, evidence-based, and standards-based PE. To address these needs, the Aim to Play™ digital application (“app”) program will be designed initially for 3rd-5th grade classroom teachers who are increasingly assuming the responsibilities of PE instruction. Teachers consistently experience PE instructional challenges due to (1) inadequate facilities, planning and teaching time, and equipment limitations; (2) varied student skill levels and experience managing student engagement; and, (3) an overall lack of instructional knowledge and training in movement and activity skills for conducting effective PE. To address these barriers, Aim to Play™ will work across platforms and devices, and provide simple, easy to use, evidence- and standards- based PE lesson activities that can be tailored by time, instructional setting (classroom, indoors/outdoors), grade, student skill level, and equipment resources, with an embedded data tracking feature to assist with state mandated reporting needs. The app will be low-cost and include brief teacher skill demonstration videos for each lesson, paired with adaptable classroom- and circuit-based (i.e. rotating activity stations) lessons for 3rd – 5th grade students with embedded music signaling transitions to assist with classroom organization. Teachers will access the program via digital handheld tablet devices, online or offline, increasing accessibility for settings with poor Wi-Fi. During this Phase I SBIR, we plan to (1) use an iterative process to develop a prototype (i.e. beta) version of the Aim to Play™ app, a cross-platform, digital program application designed for 3rd-5th grade classroom teachers, providing easy access to tailored, engaging classroom- or gym-based PE activities that meet the needs of teachers and students, and (2) evaluate the usability, satisfaction, and acceptability of the Aim to Play™ program in school settings, as well as fidelity of implementation, with 9 elementary school teachers serving diverse classrooms of low-income, rural, and/or minority children, as well as direct observation of student participation in activities. If our Phase I benchmarks are met, this will support the feasibility of Phase II activities. In Phase II, we plan to modify Aim to Play™ according to feedback obtained in Phase I surveys and exit interviews, create additional program modules, and evaluate the efficacy of Aim to Play™ via a short-term randomized control trial evaluating teacher PE knowledge, self-efficacy, practices and student engagement in under-resourced schools.