Development, feasibility, and acceptability of Aim to Play, a user-friendly digital application for teacher skills training and physical education activities for K-2 elementary students

Aim to Play 的开发、可行性和可接受性，这是一款用户友好的数字应用程序，用于 K-2 小学生的教师技能培训和体育活动

• 批准号: 10598343
• 负责人: Deborah Johnson-Shelton
• 金额: $ 25.96万
• 依托单位: SAAVSUS, INC.
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-06 至 2024-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10598343
• 关键词: Address; Administrator; Behavior; Benchmarking; Certification; Child; Child Development; Cognitive; Complex; Data; Development; Devices; Disadvantaged; Discipline; Disparity population; Educational Activities; Educational Curriculum; Educational process of instructing; Educational workshop; Eligibility Determination; Equipment; Equity; Ethnic Origin; Feedback; Focus Groups; Goals; Health; Income; Inequality; Instruction; Interview; Kinesthesis; Knowledge; Laws; Learning; Location; Low income; Mathematics; Measures; Minority; Movement; Outcome; Phase; Physical Education; Physical Education and Training; Physical activity; Play; Population; Primary School Faculty; Process; Program Accessibility; Public Health Students; Race; Randomized, Controlled Trials; Readiness; Reduce health disparities; Reporting; Research; Resources; Rotation; Rural; Sampling; Schools; Self Efficacy; Small Business Innovation Research Grant; Social Behavior; Students; Suggestion; Surveys; Tablet Computer; Tablets; Teacher Professional Development; Testing; Time; Training; Training and Education; Vocabulary; Weight; Work; Youth; cognitive development; commercialization; cost; cost effective; design; digital; digital delivery; early childhood; efficacy evaluation; efficacy testing; elementary school; evidence base; experience; flexibility; handheld equipment; health disparity; implementation fidelity; improved; kindergarten; marginalization; minority children; multidisciplinary; organizational structure; pedagogy; physical conditioning; pilot test; programs; prototype; response; satisfaction; second grade; skill acquisition; skills; skills training; student participation; teacher; tool; underserved students; usability; user-friendly; wireless fidelity

ABSTRACT Fundamental movement skill (FMS) is an integral component to holistic child development and school readiness. Serious inequalities in physical activity participation and FMS development are associated with race/ethnicity, income, and school contexts, which further exacerbate health disparities and academic vulnerability among disadvantaged children. Children from low-income, minority, and rural backgrounds are particularly vulnerable for not meeting FMS benchmarks, and rely more heavily on schools to obtain quality physical activity opportunities to gain FMS development than other children. While 40 states currently mandate elementary school physical education (PE) to promote student public health objectives and FMS development, most marginalized students do not experience 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™ K-2 digital application (“app”) program will be designed for kindergarten through 2nd grade classroom teachers who increasingly assume responsibility for PE instruction. These teachers consistently encounter PE instructional challenges due to (1) inadequate facilities, planning and teaching time, and equipment; (2) varied student skill levels and experience managing student PA; 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™ K-2 will work across platforms and devices to provide simple, easy to use, evidence- and standards-based PE lesson activities that can be tailored by time, instructional location (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 lessons for kindergarten through 2nd grade classrooms that integrate kinesthetic cross-displace learning opportunities (i.e., vocabulary, math). 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 a participatory, iterative process to design and develop a prototype (i.e. beta) version of the Aim to Play™ K-2 app, a cross-platform, digital program application designed for kindergarten through 2nd 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™ K-2 program in schools, 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 project will support a Phase II application. In Phase II, we plan to modify Aim to Play™ K-2 according to feedback obtained in Phase I surveys, observations, and exit interviews; create additional program modules; and evaluate the efficacy of Aim to Play™ K-2 via a randomized control trial evaluating teacher PE knowledge, self-efficacy, practices, and student engagement and FMS outcomes in under-resourced schools.

摘要 基本动作技能(FMS)是儿童全面发展和入学准备不可或缺的组成部分。 体育活动参与和FMS发展的严重不平等与种族/民族、收入、 和学校环境，这进一步加剧了弱势群体的健康差距和学业脆弱性 孩子们。来自低收入、少数民族和农村背景的儿童特别容易无法满足FMS 基准，并更多地依赖学校获得高质量的体育活动机会，以获得FMS发展 而不是其他孩子。虽然目前有40个州强制要求小学体育课(体育)来促进学生 在公共卫生目标和FMS发展方面，大多数边缘化学生没有充分参与体育活动 因为教师(既有体育认证的教师，也有教体育的普通课堂教师)使用简单易用的途径有限或根本无法使用 以及低成本的方案资源，用于进行有效的、基于证据的和基于标准的PE。要解决这些问题 根据需要，旨在播放™K-2数字应用程序(APP)的程序将设计为从幼儿园到二年级 课堂教师越来越多地承担起体育教学的责任。这些老师经常遇到体育课 由于(1)设施、计划、教学时间和设备不足而带来的教学挑战；(2)学生多种多样 技能水平和管理学生PA的经验；以及，(3)总体上缺乏教学知识和培训 进行有效体育活动的运动和活动技能。为了解决这些障碍，旨在玩™K-2将跨越 平台和设备提供简单、易用、基于证据和标准的体育课活动，可以 根据时间、教学地点(教室、室内/室外)、年级、学生技能水平和设备资源进行定制， 具有嵌入式数据跟踪功能，以帮助满足州强制报告需求。该应用程序将是低成本和 包括每节课的简短教师技能演示视频，与从幼儿园到第二年的适应性课程配对 整合动觉交叉替代学习机会(即词汇、数学)的年级教室。老师们会 通过数字手持平板电脑设备在线或离线访问该程序，提高Wi-Fi环境的可访问性 菲。在此第一阶段SBIR期间，我们计划(1)使用参与式迭代过程来设计和开发原型(即 Beta)Aim to Play™K-2应用程序的测试版，这是一个专为幼儿园设计的跨平台数字节目应用程序 通过二年级课堂教师，提供方便的定制、引人入胜的课堂或健身房体育活动 满足教师和学生的需求，以及(2)评估目标的可用性、满意度和可接受性 在学校玩™K-2计划，以及保真度的实施，与9名小学教师服务不同 低收入、农村和/或少数族裔儿童的课堂，以及直接观察学生参与 活动。如果达到我们的第一阶段基准，该项目将支持第二阶段的应用程序。在第二阶段，我们计划 根据第一阶段调查、观察和离职访谈中获得的反馈，修改Aim以播放™K-2；创建 附加程序模块；并通过随机对照试验评估Aim to Play™K-2的疗效 教师体育知识，自我效能感，实践，以及学生参与度和FMS结果。