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.

抽象的 基本运动技能 (FMS) 是儿童整体发展和入学准备的重要组成部分。 身体活动参与和 FMS 发展方面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 来自低收入、少数民族和农村背景的儿童特别容易因不符合 FMS 而受到影响。 基准，并更多地依靠学校来获得高质量的体育活动机会，以实现 FMS 的发展 目前有 40 个州强制要求小学体育 (PE) 来促进学生的发展。 公共卫生目标和 FMS 发展，大多数边缘化学生没有充分参与体育活动 因为教师（经过体育认证的教师和教授体育的普通课堂教师）获得的易于使用的资源有限或无法获得 以及用于开展有效、基于证据和基于标准的 PE 的低成本计划资源来解决这些问题。 根据需求，Aim to Play™ K-2 数字应用程序（“应用程序”）程序将为幼儿园至二年级设计 越来越多地承担体育教学责任的课堂教师 这些教师不断遇到体育问题。 由于 (1) 设施、规划和教学时间以及设备不足而造成的教学挑战；(2) 学生情况不同； 管理学生 PA 的技能水平和经验；(3) 总体缺乏以下方面的教学知识和培训： 为了解决这些障碍，Aim to Play™ K-2 将跨越障碍。 平台和设备提供简单、易于使用、基于证据和标准的体育课程活动 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定制， 该应用程序具有嵌入式数据跟踪功能，可帮助满足国家规定的报告需求。 每节课均包含简短的教师技能演示视频，并配有适用于幼儿园至二年级的适应性课程 整合动觉交叉学习机会（即词汇、数学）的年级教室。 通过数字手持平板设备在线或离线访问该程序，提高了 Wi-Fi 环境较差的设置的可访问性 Fi. 在第一阶段 SBIR 中，我们计划 (1) 使用参与式迭代过程来设计和开发原型（即 Aim to Play™ K-2 应用程序的 beta）版本，这是一款专为幼儿园设计的跨平台数字程序应用程序 通过二年级课堂教师，轻松参与定制的、引人入胜的课堂或体育馆体育活动 满足教师和学生的需求，(2) 评估目标的可用性、满意度和可接受性 学校中的 Play™ K-2 计划以及实施的保真度，由 9 名小学教师为不同群体提供服务 低收入、农村和/或少数民族儿童的教室，以及对学生参与情况的直接观察 如果我们的第一阶段基准得到满足，该项目将支持第二阶段的应用，我们计划： 根据第一阶段调查、观察和退出访谈中获得的反馈修改 Aim to Play™ K-2； 额外的程序模块；并通过随机对照试验评估 Aim to Play™ K-2 的功效 资源贫乏学校的教师体育知识、自我效能感、实践、学生参与度和 FMS 成果。