Week 12 (13) Flashcards
What is intervention?
the implementation of a strategic plan based on evidence-based and theoretically sound research that seeks to intentionally change outcomes relating to motor development
Why intervene?
- learn various skills to play and participate
- build competency and mastery skills
- improve confidence
- foster lifelong physical activity
- promote positive physical and psychosocial health effects
- improved physiological, and psychological health, physical appearance, and social affiliation
- reduced physical inactivity and sedentariness
- reduced morbidity & mortality rates
- support long-term healthy development trajectories
- promote skill development beyond motor skills
- reduce developmental disparities
What is Stodden et al.’s Developmental model?
motor competence and PA are linked
motor competence → perceived motor competence → PA participation
How can intervention promote skill development beyond motor skills?
- physical activity can help develop cognitive skills like attention, executive functioning, language, and memory
- promising evidence of PA linked to academic achievement
- personal and social skills (link skills, PYD)
How does intervention reduce developmental disparities?
- people develop motor skills at different rates, across gender, socioeconomic status, disability status
- can reduce disparity through:
equitable opportunities
individualized training
resource provision and support
community involvement
What are the two classifications of PA?
- PA as an outcome variable: intervention → changed motor behaviour
- PA as a treatment variable: intervention → change in quality of life
What are some examples of interventions?
- rehabilitation programs
- community sport programs
- worksite fitness programs
- personal fitness training
- public recreation programs
- urban planning policies
What are we changing with intervention?
- behaviours
- activity levels
- awareness
- beliefs about PA
- opportunities
- strategies
What are the outcomes we are striving for with intervention?
- psychomotor outcomes
- cognitive outcomes
- social-affective outcomes
- life skills
- health outcomes
What is an informational intervention approach?
changes knowledge and attitudes about the benefits of and opportunities for PA
What is a behavioural intervention approach?
teach behavioural management skills for successful adoption and maintenance of PA
What is a social intervention approach?
create social environments that facilitate and enhance PA
What is the environmental intervention approach?
change the structure of physical (built), and organizational environments to provide safe, attractive and convenient contexts for PA
What is the pedagogical intervention approach?
instruct/coach people to move ore efficiently/effectively by creating appropriate contexts for PA
What are the three considerations for an intervention?
content, process, product
What is there to consider intervention content?
- why do the intervention?
- what’s the intended goal(s) or objective(s)
- what is the theoretical basis?
- who is it for?
- what does it constitute?
What is there to consider about intervention process?
- how is it delivered?
- by whom?
- where?
- for how long?
- major activities?
What is there to consider
about intervention products?
- how do we know if the intervention/program was effective or not?
- what are the measurable or observable outcomes?
What are the implications of the information processing theory for intervention?
focus: correctly memorizing and executing movements
- direct instruction
- emphasize feedback and attention
- progressively increase task complexity
- part-to-whole progressions
- include variations
What does the information processing theory tell us about motor development?
- learners acquire skills by storing and recalling motor programs
- variability helps us develop motor programs across different contexts
What does the dynamic systems theory tell us about motor development?
- movement emerges from the interaction of multiple subsystems
- learning is non-linear, context-dependent, and self-organizing
What are the implications of the dynamic systems theory for intervention?
focus: encouraging self-discovery to meet individual needs
- self-discovery (open-ended tasks, multiple solutions)
- hands-off approach (reduce direct instruction, avoid “one correct way”)
- promote variability (in equipment, surfaces, goals)
What does Newell’s constraints model tell us about motor development?
movement emerges from dynamic interactions of individual, environmental and task constraints
What is the implication for intervention through newell’s constraint model?
focus: modify constraints to facilitate learning or overcome barriers
- match individual capabilities and context
- use body-scaled equipment
- modify game rules to suit ability levels
- alter environmental factors
What does Stodden et al’s developmental model tell us about motor development?
physical activity engagement and motor competence are reciprocally linked and become more strongly associated over time
What are the implications for intervention through Stodden et al.’s developmental model?
focus: foster a competence-confidence feedback loop
- early, frequent, supportive interventions
- developmentally-appropriate success-oriented tasks
- positive reinforcement and goal setting
- monitor and build perceived motor competence over time
What does the positive youth development theory tell us about motor development?
motor development is a vehicle for holistic growth (the 5 Cs), not just motor skill acquisition
What are the implications for intervention through Positive Youth Development?
focus: foster development across personal, social, and physical domains
- prioritize providing a positive emotional climate
- positive adult-youth interactions
- explicit teaching of life skills
What do socioecological perspectives tell us about motor development?
- motor development is influenced by personal, social, cultural and environmental factors
- social support and access to resources play key roles in shaping opportunities and outcomes
What are the implications for intervention through Socioecological perspectives?
focus: leverage multiple contextual factors to influence development
- consider multiple places and situation where learning happens
- involve families and communities
- advocate for equitable access to play spaces
- promote inclusive policies in schools and communities
- promote urban planning policies that prioritize PA
What are school-based interventions?
- multi-level PA interventions for youth are most powerful when they involve schools and PE settings
→ expectation for PA = healthy lifestyle
→ 9 years of minimum mandatory PE in Canada
Describe the decline in quantity of PE
- fewer classes
- shorter duration
- eliminated classes entirely
Describe the decline in PE quality
- time not well spent
- low focus on exercises for life
What is an example of a school-based PE intervention
SPARK
What is the content of SPARK?
- goals: quality of PE time, quantity of PE time, quantity of PA outside of school
- for whom: target population grades 4, 5
- programming aspects: school level and social systems in and out of school
- theoretical basis: socio-ecological theories, behaviour change/life skills theories
- curriculum
- teacher training conditions
What are the curriculums of SPARK?
- PE program: maximal levels of PA, development of health fitness skills and sport skills
- Behavioural self-management classes: instruction on behavioural change skills, planning involves selecting strategies about how to involve parents, families
What are the three training conditions of SPARK
- specialist-led (PE specialist)
- teacher-led (trained classroom teacher)
- control (untrained regular PE teacher)
What is the process of SPARK like?
- PE program
- Classroom workshops
- parental involvement
- video observation & accelerometer (objective)
- self-report PA (subjective)
- teacher conditions
What is the PE program involvement in the process of SPARK?
- three lessons per week
- presenting mixed content in lessons: 15 mins of warm up + healthy fitness activity, 15 mins of skill-fitness activity + cool down
- teachers interact with kids to promote skill
What is the classroom workshops involvement in the process of SPARK?
- 30 mins per week
- behavioural change skills outside of school
- SPARK dollar chart - rewards early
What is the parental involvement in the process of SPARK?
- children discuss handouts and homework with parents
- parents sign-off
- extra reward if parents are active with them
- monthly newsletters
What is the teacher-led condition involvement in the process of SPARK?
- classroom teacher were trained in PE
- familiarized teachers with curriculum, role-playing, activity design
- provided teacher on-site support to ensure curriculum was followed
What is the specialist-led condition involvement in the process of SPARK?
- PE specialists
- ongoing training & supervision from investigators
What were the products of SPARK?
- student in school activity
→ more time and frequency of PE the more trained providers are
→ students use more energy in the intervention conditions - lesson context
→ more focus on skill development in the intervention conditions - student out of school-activity
→ didn’t translate to out of school activity
What can we evaluate after looking at the SPARK process?
- intervention groups were effective in promoting fitness more than simply observing
- had difficulty with teaching self-management components
- parent not as involved as anticipated
Implication: need more focus on building life skills within and beyond the school context
What were the overall outcomes of SPARK?
PE specialist > trained classroom teacher > control
- improved quality of PE
- increased physical activity in PE
- improved cardio-respiratory & muscle fitness
