Methods: Parents of school-aged children and youth (ages 5 to 17 years) participated in an online survey at three timepoints (April 2020, n=1,472; October 2020, n=1,568; April 2021, n=1,600). The survey asked parents about their child or youth’s current outdoor play behaviours, and whether they thought these behaviours had changed as a result of the COVID-19 pandemic and related restrictions. Specifically, parents were asked about their child or youth’s time spent walking or cycling in the neighbourhood, time spent in physical activity, sport, or play outdoors, and time spent in active transport to school. Parental support of their child’s outdoor play behaviours was also assessed.

Results: According to parents, children and youth had reduced their time spent walking and cycling, time spent in physical activity, sport, and play outdoors, and time spent in active transport to school in April 2020, October 2020, and April 2021. Parents of youth (ages 12-17 years) reported greater reduction of time in these behaviours compared with children (ages 5-11 years) at all time points. Parents who were surveyed in April 2020 (initial phase of the COVID-19 pandemic) reported greater reductions in their child’s outdoor play behaviour compared with parents who were surveyed in October 2020 and April 2021. Parent support behaviours (e.g., support, opportunity) were positively correlated with their child’s outdoor play behaviours at all time points.

Conclusion: The COVID-19 pandemic has significantly impacted child and youth’s outdoor play. As we see lifted restrictions related to the COVID-19 pandemic, we must consider ways to support children, youth, and families to return to outdoor play. Encourage outdoor play will help to mitigate the negative impacts and support child and youth’s mental and physical health as we recover from the COVID-19 pandemic.

Methods: For aim 1, the analysis of semi-structured interviews from childcare directors (directors, n=30) includes content analysis for themes related to the toddler (ages 1-2 years) physical activity, changes to the outdoor setting, and nature-based options. For aim 2, a stepped, sequential modification of the outdoor setting using pragmatic and nature-based options was conducted over 10-weeks with a delayed control group. After baseline measurements, the five options (wood stepping discs, garden, nature table, concrete stencils, and outdoor play training) were introduced one at a time every other week (e.g. week 1, week 3). Assessments were made one-week after each option was introduced (e.g. week 2, week 4). At baseline and week 10, parent questionnaires were used to assess toddler well-being and connectedness to nature, and toddler anthropometrics were objective measured. Feasibility and acceptability were assessed using surveys, engagement was assessed by toddler use of outdoor options, and accelerometers were used to assess physical activity during outdoor play sessions.

Results: Currently, data from directors (n=8, 87.5% African American, 75% female, age range: 47-78 years) that participated in interviews for aim 1 indicate most felt toddlers in their care were active. Directors were interested in updating their outdoor setting to provide a variety of play options, such as imaginary play. Barriers to implementation included finding feasible options and technical assistance. No directors reported existing nature-based options, and all were interested in toddler physical activity and nature-based resources. For aim 2, two childcare centers (one per group) completed baseline measurements. The teacher of the intervention site reported the wood stepping discs as feasible and acceptable. Both aims anticipate completion early 2022.

Conclusions: Directors were interested in increasing play options and age-specific guidance for their outdoor setting. Pragmatic and nature-based options are available, but barriers exist in linking directors with these options. Opportunities to combine toddler-age curricula and pragmatic options for outdoor play, including nature-based options, may improve outdoor settings and toddler health.

Methods: The 8-week Active Together program is being tested using a non-randomized, quasi-experimental design. Active Together was developed in collaboration with our local P&R organization. Each weekly session includes a brief education session, outdoor activities designed to increase movement and teach families about nature, and a home toolbox with materials to continue the activities at home. Father-child dyads were recruited using standard P&R strategies (i.e., social media, community postings). The primary outcome is program feasibility, defined by five criteria: meeting recruitment goals (15 dyads), maintaining 70% attendance, child engagement in activity during programming, fathers’ satisfaction with the program, and ability to obtain 90% of measures. Feasibility is currently being assessed using a combination of process measures, program observations, and surveys. Secondary outcomes include changes in accelerometer measured father and child physical activity and fathers’ self-reported involvement and activity parenting. Descriptive statistics will be used to summarize feasibility outcomes and linear mixed models will be used to evaluate changes in secondary outcomes.

Results/findings: Programming is currently underway and will finish in early November 2021. Due to safety restrictions in response to the COVID-19 pandemic, the local P&R organization limited recruitment to 10 families. Recruitment goals were met with 10 children and 9 fathers enrolled in the program. Through seven sessions, child attendance has ranged from 50-80% with a mean attendance of 69%. Only 33% of fathers and 40% of children completed baseline measures. Engagement and satisfaction outcomes are forthcoming.

Conclusions: Findings from this pilot study will provide evidence for the feasibility of engaging fathers and their young children in physical activity through P&R outdoor education programming. Additionally this study also provides important lessons learned for engaging fathers and their young children in family-based research.