Increasing physical activity in pre-school aged children: systematic review, individual participant meta-analysis and intervention pilot

该项目将使用流行病学、系统回顾和定性方法来探索体育活动与学前环境之间的关系，以设计一种增加体育活动的干预措施。该项目的独特之处在于，它将利用MRC流行病学股的国际儿童加速度测量数据库（ICAD）的特殊资源，调查5个国家学龄前儿童的体育活动。我将与拉夫堡大学、剑桥大学以及那些提供ICAD数据的大学合作。此外，我将使用对12个托儿所的环境和工作人员的做法的观察，以及来自NAP SACC UK RCT的116名2-4岁儿童的加速度计数据。研究的问题和方法将是：1。学龄前儿童在久坐、轻度和中度剧烈身体活动（MVPA）上花费的时间因国家、社会经济地位、性别、年龄、环境和一天中的时间而异？方法：对ICAD和NAP SACC UK试验中约900名2-4岁儿童的加速度计数据进行个体参与者荟萃分析。2. 哪些因素与学龄前儿童在学前环境和家庭中久坐、光和MVPA中花费的时间有关？方法：对2-4岁儿童体育活动预测因素的观察性研究进行系统回顾和meta分析。3. 与久坐时间和体力活动相关的改变因素的障碍和促进因素是什么？如何促进或克服这些问题？方法：对20个学前机构的工作人员（家长、日间托儿所、学校托儿所、学前班和儿童保育员）进行深度访谈。与10个负责促进身体活动的地方当局的工作人员进行深入访谈。4. 什么样的干预设计得到了学前教育专业人员和体育活动专业人员对学前教育体育活动的支持？方法：采用德尔菲法进行干预设计。

The project will use epidemiology, systematic review and qualitative methods to explore the associations between physical activity and pre-school environments to design an intervention to increase physical activity. This project will be unique in using the special resource of the MRC Epidemiology Unit's International Children's Accelerometry Database (ICAD) to investigate physical activity of pre-school children in 5 countries. I will collaborate with the Universities of Loughborough, Cambridge and those providing ICAD data. Further, I will use observation of the environment and practices of staff in 12 nurseries and accelerometer data for 116 children aged 2-4 from the NAP SACC UK RCT. The research questions and methods will be: 1. How does the time spent in sedentary, light and moderate vigorous physical activity (MVPA) differ by country, SES, gender, age, setting and time of day in pre-school children? Method: individual- participant meta-analysis of accelerometer data of ~900 children aged 2-4-year-old children in ICAD and the NAP SACC UK trial. 2. What factors are associated with the time spent in sedentary, light and MVPA among pre-school children in pre-school settings and at home? Method: systematic review and meta-analysis of observational studies on the predictors of physical activity in 2-4-year-olds. 3. What are the barriers and facilitators of changing factors associated with sedentary time and physical activity? How can these be facilitated or overcome? Methods: In-depth interviews with staff in 20 pre-school settings (parents, day nurseries, school nurseries, pre-schools and child minders). In-depth interviews with staff in 10 Local Authorities responsible for promoting physical activity. 4. What intervention design has the support of pre-school professionals and physical activity professionals for physical activity in pre-school settings? Method: Delphi development of intervention design.