Acceptability of Dance PREEMIE (a Dance PaRticipation intervention for Extremely prEterm children with Motor Impairment at prEschool age) from the perspectives of families and dancer teachers: a reflexive thematic analysis

Physical activity (PA) participation is important for children born extremely preterm or extremely low birthweight as it provides opportunities to improve motor skills and cardiovascular fitness; however there is little evidence on interventions promoting PA participation for this group, particularly at preschool age. This study aims to explore the acceptability, a critical component of intervention feasibility, of a novel dance participation intervention. Semi-structured interviews explored the acceptability of Dance PREEMIE, a Dance PaRticipation intervention for Extremely prEterm children with Motor Impairment at prEschool age (trial registration ACTRN12619001266156), from the perspectives of dance teachers delivering the intervention (n = 6), and parents of participating children (n = 6). Data were analyzed using reflexive thematic analysis. Five themes were developed: 1) placing the child center-stage: a shared motivation to promote child wellbeing and development; 2) Dance PREEMIE as a catalyst for participation; 3) child development takes time, practice and exposure; 4) the value of being informed; and 5) dance teachers as architects of the learning environment. Dance PREEMIE was acceptable to both parents of participating children and dance teachers. Findings from this study may inform future interventions aiming to improve PA participation for children with motor impairment at preschool age.

极早早产或极低出生体重儿童参与身体活动（Physical Activity，PA）对其发展至关重要，此类活动可帮助提升运动技能与心血管健康水平；然而目前针对该群体，尤其是学龄前阶段，促进其身体活动参与的干预措施相关研究证据仍较为匮乏。本研究旨在探究一款新型舞蹈参与干预方案的可接受性——这是干预可行性的核心构成要素。本研究采用半结构化访谈，从干预实施舞蹈教师（共6名）与参与儿童的家长（共6名）的视角，探究了针对学龄前运动障碍极早早产儿童的舞蹈参与干预方案Dance PREEMIE的可接受性，该方案的临床试验注册号为ACTRN12619001266156。研究采用反思性主题分析法对数据进行分析，最终提炼出5个主题：1）以儿童为中心：携手助力儿童健康与发展的共同动机；2）Dance PREEMIE：参与行为的催化剂；3）儿童发展离不开时间投入、反复练习与持续接触；4）知情赋能的价值；5）舞蹈教师：学习环境的营造者。参与儿童的家长与舞蹈教师均认可Dance PREEMIE方案的可接受性。本研究结果可为未来旨在提升学龄前运动障碍儿童身体活动参与度的干预研究提供参考依据。