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; 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.

抽象的 基本运动技能（FMS）是整体儿童发展和学校准备就绪的组成部分。 体育活动参与和FMS发展的严重不平等与种族/种族，收入， 和学校环境，这进一步加剧了健康差异和灾难之间的学术脆弱性 孩子们。来自低收入，少数群体和粗糙背景的孩子特别容易受到不满意的攻击 基准测试，并更加依赖学校来获得高质量的体育锻炼机会来获得FMS开发 比其他孩子。而40个州目前授权小学体育（PE）来促进学生 公共卫生目标和FMS的发展，大多数边缘化的学生没有足够的PE参与 因为老师（教学PE的PE认证和常规的课堂老师）有限或无法访问易于使用 以及用于进行有效，基于证据和基于标准的PE的低成本计划资源。解决这些 需求，播放™K-2数字应用程序（“应用”）程序的目的将是为幼儿园至二年级设计的 越来越多地承担体育指示责任的课堂老师。这些老师始终遇到PE （1）设施不足，计划和教学时间和设备引起的教学挑战； （2）多样化的学生 技能水平和经验管理学生PA； （3）总体缺乏教学知识和培训 进行有效PE的运动和活动技能。为了解决这些障碍，目标™K-2的目标将在 可以提供简单，易于使用的平台和设备 按时间量身定制，教学位置（教室，室内/室外），等级，学生技能水平和设备资源， 借助嵌入式数据跟踪功能，可以协助州要求的报告需求。该应用将是低成本的，并且 在每个课程中包括简短的教师技能演示视频，并与第二届幼儿园的适应性课程配对 整合动力学跨境学习机会的年级教室（即词汇，数学）。老师会 通过在线或离线的数字手持板设备访问该程序 fi。在此阶段I SBIR中，我们计划（1）使用参与，迭代过程设计和开发原型（即 Beta）版本的目标播放™K-2 App，这是一个专为幼儿园设计的跨平台，数字程序应用程序 通过二年级的课堂老师，可轻松获得量身定制的，引人入胜的课堂或健身房的体育活动 满足教师和学生的需求，以及（2）评估目的的可用性，满意度和可接受性 Play™K-2计划以及实施的忠诚度，有9位小学教师为潜水员服务 低收入，粗糙和/或少数孩子的教室，以及直接观察学生参与 活动。如果我们的I期基准得到满足，则该项目将支持II期应用程序。在第二阶段，我们计划 根据在第一阶段的调查，观察和退出访谈中获得的反馈，修改目标播放™K-2；创造 附加程序模块；并评估通过评估随机对照试验播放™K-2的目标的效率 教师PE知识，自我效能感，实践以及学生参与度以及资源不足学校的FMS成果。