The implementation and effectiveness of Project FLAME: A multi-component, school-based, movement intervention in Ireland
ISPAH ePoster Library. Lester D. Oct 16, 2018; 225569; 281
Diarmuid Lester
Diarmuid Lester
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Abstract
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Abstract Introduction/Background: Results from most recent Irish data found that adolescents are failing to reach a basic level of fundamental and functional movement proficiency while physical activity (PA) participation levels also decline dramatically during this period. Schools and the engagement of stakeholders, particularly qualified Physical Education (PE) specialist teachers, are key vehicles for the promotion and provision of movement-based opportunities in youth. The current research examines the effectiveness of a movement intervention for post-primary Irish youth, entitled Project FLAME (Fundamental and Functional Literacy for Activity and Movement Efficiency). Methods/Design: Using a non-randomized controlled trial, a target sample of 326 participants (mean age: 14.02+0.89 years) were recruited in October 2017 from three mixed-gender sub-urban schools (two intervention; one control) in Cork, for pre-test data collection, followed by a 13-week consecutive Project FLAME intervention roll out, and post-test data collection in March 2018. This whole-school weekly delivered multi-component approach involves the following pillars: 1) student component, 2) specialist PE teacher component, 3) non-specialist PE teacher kinaesthetic classroom component, and 4) digital literacy component. Primary outcome measures assessing the intervention effectiveness include the assessment of fundamental movement skills (FMS), the functional movement screen (FMS™) and anthropometric characteristics (height and mass). Data analysis is currently ongoing. Discussion:This Project FLAME intervention is the first of its kind in Ireland targeting fundamental and functional movement improvements for adolescents. The study will provide future evidence regarding the effectiveness of school-based, movement interventions, which specifically includes the concurrent involvement of specialist PE teachers, and non-specialist PE teachers.
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