@文章{信息:doi/10.2196/28230，作者="Swindle, Taren和Poosala, Anwesh B和Zeng, Nan和B{\o}rsheim, Elisabet和Andres, Aline和Bellows, Laura L"，标题="增加学龄前儿童体育活动的数字干预策略:系统评价"，期刊="J医学互联网研究"，年="2022"，月="Jan"，日="11"，卷="24"，数="1"，页数="e28230"，关键词="体育活动;学龄前儿童;数字;技术;背景:数字干预越来越多地用于改善健康行为。改善的可及性和较低的成本(相对于亲自干预)使这种干预具有吸引力。具体来说，数字平台可能是增加幼儿体育活动(PA)的一种有前途的方法。目的:本系统综述的目标是三方面的:(1)确定对学龄前儿童(即3至5岁)使用数字PA干预策略的研究质量;(2)评估旨在改善学龄前儿童PA的数字干预和方法的有效性;(3)研究目前数字PA干预方法的理论应用和实施结果。 Methods: This review identified and summarized studies on digitally supported interventions for promoting PA in preschool-aged children. We generated 3 lists of relevant search terms that included technology-related terms, PA-related terms, and weight-related terms. The search included Ovid MEDLINE(R) and Epub Ahead of Print, In-Process {\&} Other Non-Indexed Citations, and Daily, Ovid EMBASE, Ovid Cochrane Central Register of Controlled Trials, Ovid Cochrane Database of Systematic Reviews, and Scopus. Study selection was led by a single author and verified by a second; the same 2 authors assessed study quality using a standardized tool, and 3 authors completed data extraction on PA outcomes, theory application, and implementation outcomes. Results: In total, 601 studies were identified; 8 met the inclusion criteria. For study quality, only 2 studies received an overall rating of strong quality and low risk of bias. All but 1 study had a small sample size (<100). Positive and significant changes in child PA outcomes were reported in only 2 studies with weak overall quality, both of which used child-directed approaches. In total, 5 studies applied a behavioral theory for designing the intervention; no patterns of effectiveness were identified based on the application of theory. Finally, no studies reported on the implementation outcomes of adoption, cost, penetration, or sustainability; 1 study did not assess any implementation outcomes, and no single study reported on more than 2 implementation outcomes. Studies measured the implementation outcome of acceptability most frequently (n=4), and researchers assessed fidelity in 3 studies. Conclusions: The interventions with a significant effect on PA used child-centered activities; parent-directed digital interventions alone were ineffective for improving PA. Future research with rigorous designs, monitoring of implementation outcomes, and testing of the contributions of digital components will advance understanding of the effectiveness of digital interventions for increasing PA in children. ", issn="1438-8871", doi="10.2196/28230", url="//www.mybigtv.com/2022/1/e28230", url="https://doi.org/10.2196/28230", url="http://www.ncbi.nlm.nih.gov/pubmed/35014962" }