Feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program on children's physical activity and object control skill competency: A non-randomised trial

Objectives: This study aimed to assess the feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program, a school-based peer-led physical activity and object control skill intervention. Design: The study employed a quasi-experimental design. Methods: The study was conducted in two e...

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Bibliographic Details
Published in:	Journal of science and medicine in sport 2017-12, Vol.20 (12), p.1081-1086
Main Authors:	Nathan, Nicole, Sutherland, Rachel, Beauchamp, Mark R, Cohen, Kristen, Hulteen, Ryan M, Babic, Mark J, Wolfenden, Luke, Lubans, David R
Format:	Article
Language:	eng
Subjects:	Australien Bewegungskultur Child Child, Preschool Children & youth Consent Elementary school students Exercise Experiment Feasibility Studies Female FMS Führung Grundschulalter Gruppe (Soz) Health care Health promotion Health Promotion - methods Humans Intervention Kindergarten Leadership Lehrerverhalten Male Motor activity Motor Skills New South Wales Peer Group Physical Education and Training Physical Medicine and Rehabilitation Public health Quantitative psychology School Schulkind Secondary schools Skill development Skills Sportmedizin Sports Medicine Sportsoziologie Teaching Teenagers
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Summary:	Objectives: This study aimed to assess the feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program, a school-based peer-led physical activity and object control skill intervention. Design: The study employed a quasi-experimental design. Methods: The study was conducted in two elementary schools, one intervention and one comparison, in Newcastle, New South Wales (NSW), Australia from April to June 2015 (N = 224 students). Peer leaders (n = 20) in the intervention school received training to deliver two 30-min object control skill sessions per week to students in Kindergarten, Grades 1 and 2 (5-8 years, n = 83) over one school term (10 weeks). The primary outcome was pedometer assessed physical activity during school hours. Secondary outcomes included students' object control skill competency and peers' leadership self-efficacy and teacher ratings of peers' leadership skills. Results: Almost all (19/20) GLASS sessions were delivered by peer leaders who reported high acceptability of the program. The treatment-by-time interaction for students' physical activity during school hours was not significant (p = 0.313). The intervention effect on students' overall object control skills was statistically significant (mean difference 5.8 (95% CI 4.1, 7.4; p ( 0.001)). Teacher-rated peer leadership significantly improved (0.70; 95% CI 0.38-1.01); p ( .001)). Conclusions: The GLASS program was found to be both feasible and acceptable. The intervention also resulted in improvements in students' overall object control skills as well as teacher-rated peers' leadership behaviours. Future fully powered trials using peer leaders to deliver fundamental movement skill (FMS) programs are warranted. (Autor).
ISSN:	1440-2440 1878-1861 1878-1861