Scholarlink

Background <p>Muscle-strengthening activity (MSA) is beneficial for school-aged children, but most school-based MSA interventions have been delivered by external specialists or research staff, limiting scalability. We aimed to assess the feasibility of a teacher-delivered MSA intervention for children in advance of a future efficacy trial.</p> Methods <p>We conducted a single-group feasibility trial with two Stage 2 (i.e. grade 3–4) classes from one primary school in New South Wales, Australia. The 6-week <i>Muscle Movers</i> intervention included (i) enhanced PE lessons focused on foundational MSA skills (1 × 45&#xa0;min/week), (ii) classroom energiser breaks (2 × 5&#xa0;min/week), and (iii) active homework tasks (1 × 10&#xa0;min/week). We assessed acceptability, implementation, adaptation, and practicality using survey and interview methods. We also assessed pre–post change in children’s perceived strength, upper-body muscular endurance, and lower-body muscular power. Data were analysed in SPSS (V.25) using descriptive statistics and paired-samples <i>t</i>-tests, with Cohen’s <i>d</i> as a measure of effect size.</p> Results <p>Two female teachers (31 and 59&#xa0;years) and 30 students (mean [SD] = 9.8 [0.6] years; 40% female) were enrolled. Acceptability was high for teachers (mean [SD] = 5.0&#xa0;[0.0] out of 5) and students (mean [SD] = 4.1&#xa0;[1.0] out of 5). Teachers implemented all PE lessons and more than double the intended energiser breaks (mean [SD] = 5.5&#xa0;[2.1] per week). Conversely, homework task assignment (mean [SD] = 5.0 [1.4]) and completion (mean [SD] = 2.5&#xa0;[0.7]) were lower than intended. Teachers reported high confidence to deliver the program and viewed it as practical and adaptable. We found a moderate increase in children’s push-up performance (mean [95%CI] = 2.2 repetitions [0.7 to 3.8]; <i>d</i> = 0.61), but no meaningful changes in perceived strength (mean [95%CI] = 0.1 units [-&#xa0;0.1 to 0.4]; <i>d</i> = 0.22) or standing long jump (mean [95%CI] = -&#xa0;1.4&#xa0;cm [-&#xa0;7.4 to 4.7]; <i>d</i> = -&#xa0;0.09).</p> Conclusions <p><i>Muscle Movers</i> was feasible for classroom teachers to implement in a primary school setting. The observed improvement in students’ upper-body muscular endurance should be confirmed using an appropriately powered randomised controlled trial.</p> Trial registration <p>Retrospectively registered with the Australian and New Zealand Clinical Trials Registry (ACTRN12625000703404).</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Feasibility of ‘Muscle Movers’: a teacher-delivered program to support children’s participation in muscle-strengthening physical activity

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月16日

查看全文
  • Jordan J. Smith,
  • Sarah G. Kennedy,
  • Narelle Eather,
  • Nicholas Riley,
  • David R. Lubans

摘要

Background

Muscle-strengthening activity (MSA) is beneficial for school-aged children, but most school-based MSA interventions have been delivered by external specialists or research staff, limiting scalability. We aimed to assess the feasibility of a teacher-delivered MSA intervention for children in advance of a future efficacy trial.

Methods

We conducted a single-group feasibility trial with two Stage 2 (i.e. grade 3–4) classes from one primary school in New South Wales, Australia. The 6-week Muscle Movers intervention included (i) enhanced PE lessons focused on foundational MSA skills (1 × 45 min/week), (ii) classroom energiser breaks (2 × 5 min/week), and (iii) active homework tasks (1 × 10 min/week). We assessed acceptability, implementation, adaptation, and practicality using survey and interview methods. We also assessed pre–post change in children’s perceived strength, upper-body muscular endurance, and lower-body muscular power. Data were analysed in SPSS (V.25) using descriptive statistics and paired-samples t-tests, with Cohen’s d as a measure of effect size.

Results

Two female teachers (31 and 59 years) and 30 students (mean [SD] = 9.8 [0.6] years; 40% female) were enrolled. Acceptability was high for teachers (mean [SD] = 5.0 [0.0] out of 5) and students (mean [SD] = 4.1 [1.0] out of 5). Teachers implemented all PE lessons and more than double the intended energiser breaks (mean [SD] = 5.5 [2.1] per week). Conversely, homework task assignment (mean [SD] = 5.0 [1.4]) and completion (mean [SD] = 2.5 [0.7]) were lower than intended. Teachers reported high confidence to deliver the program and viewed it as practical and adaptable. We found a moderate increase in children’s push-up performance (mean [95%CI] = 2.2 repetitions [0.7 to 3.8]; d = 0.61), but no meaningful changes in perceived strength (mean [95%CI] = 0.1 units [- 0.1 to 0.4]; d = 0.22) or standing long jump (mean [95%CI] = - 1.4 cm [- 7.4 to 4.7]; d = - 0.09).

Conclusions

Muscle Movers was feasible for classroom teachers to implement in a primary school setting. The observed improvement in students’ upper-body muscular endurance should be confirmed using an appropriately powered randomised controlled trial.

Trial registration

Retrospectively registered with the Australian and New Zealand Clinical Trials Registry (ACTRN12625000703404).