A real-world feasibility study of the PLAYshop: a brief intervention to facilitate parent engagement in developing their child’s physical literacy

dc.contributor.authorLane, Cassandra
dc.contributor.authorCarson, Valerie
dc.contributor.authorMorton, Kayla
dc.contributor.authorReno, Kendra
dc.contributor.authorWright, Chris
dc.contributor.authorPredy, Madison
dc.contributor.authorNaylor, Patti-Jean
dc.description.abstractBackground: Development of physical literacy, defined as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life,” can support children’s physically active behaviors and consequent health benefits. Little research has explored interventions to improve children’s physical literacy, although substantive evidence shows parents play a key role in children’s physically active behaviors and development of fundamental movement skills. The purpose of this study was to explore the feasibility of a novel, physical literacy program (the PLAYshop) designed to build parents’ self-efficacy to support their child’s physical literacy. Methods: A non-randomized, one-arm concurrent nested design was used. Thirty-five parents of young children (3–8 years of age) attended a 75-min workshop inclusive of interactive activities, educational messages, and the provision of resources focused on core physical literacy concepts. Pre- and post-workshop surveys used quantitative measures to assess parents’ satisfaction, knowledge, confidence, and intention to adopt practices. Follow-up interviews qualitatively explored the implementation experiences of both parents and facilitators. Paired t tests and thematic analysis were undertaken. Results: Of the 33 eligible parents, 23 completed both pre- and post-workshop surveys. Follow-up interviews were completed with 11 parents and four workshop facilitators. Parents’ self-reported knowledge and confidence to support their child’s physical literacy development significantly increased after PLAYshop participation. The majority of parents were satisfied with the workshop and motivated to apply learnings at home with their child. Workshop facilitators identified seven workshop strengths (e.g., workshop champions and skilled facilitators) and four challenges (e.g., recruitment and unfavorable spaces). Limitations include the lack of control group and recruitment challenges. Conclusions The PLAYshop was perceived positively by parents and facilitators and appeared to improve parent self-efficacy and intention to promote physical literacy with their child. Recruitment and attendance were key implementation challenges. The findings from this real-world study support the preliminary feasibility of the PLAYshop intervention and highlight areas to improve the intervention and recruitment prior to efficacy testing in a more rigorous trial format.en_US
dc.description.sponsorshipVC is supported by a Canadian Institutes of Health Research (CIHR) New Investigator Salary Award. Island Health Wellness grant funding supported CW, KR, and KM for workshop and evaluation implementation in three sites.en_US
dc.identifier.citationLane, C., Carson, V., Morton, K. et al. (2021) A real-world feasibility study of the PLAYshop: a brief intervention to facilitate parent engagement in developing their child’s physical literacy. Pilot Feasibility Stud 7, 113. https://doi.org/10.1186/s40814-021-00849-5en_US
dc.publisherPilot and Feasibility Studiesen_US
dc.subjectPhysical literacyen_US
dc.subjectFundamental movement skillsen_US
dc.titleA real-world feasibility study of the PLAYshop: a brief intervention to facilitate parent engagement in developing their child’s physical literacyen_US


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