Physical Activity In Preschool-aged Children Research Articles

Child temperament and physical activity in young children.

Children's temperament has been noted to influence their physical activity (PA) levels. Therefore, understanding the influence of temperament during the early years may be helpful for developing appropriate PA habits and tailoring interventions to align with different personality traits. The purpose of this study was to examine the relationship between child temperament and objectively-measured PA in preschool-aged children. Data were collected as part of the Supporting Physical Activity in the Childcare Environment (SPACE) and SPACE extension studies. Temperament data were collected using the validated Very Short Form of the Children's Behavior Questionnaire, which assessed three dimensions of temperament (i.e., surgency, negative affect and effortful control). Physical activity data were measured during childcare hours over the course of 5 days, using Actical® accelerometers. Total PA was summed, along with light and moderate-to-vigorous PA using age-specific cut-points. Three regression analyses were conducted to evaluate the prediction of PA by the dimensions of temperament. A total of 399 participants (Mage = 3.34 years, SD = 0.63) were retained for analyses, wearing an accelerometer an average of 7.21 h/day. Temperament significantly predicted all three PA levels (P < 0.05), with both negative affect and surgency being significantly associated with PA. Surgency is typified by a predisposition towards high activity levels; therefore, it is not surprising that it was the primary predictor of young children's PA. Future research may investigate methods of targeting PA interventions towards children with temperaments that may not predispose them to seeking out increased activity levels.

Parent-perceived neighbourhood environment, parenting practices and preschool-aged children physical activity and screen time: a cross-sectional study of two culturally and geographically diverse cities

BackgroundPreschool-aged children’s physical activity (PA) and screen time (ST) are important health-related behaviours likely influenced by PA opportunities, parental perceptions of neighbourhood safety and parenting practices pertaining to PA and ST. How these factors interact to impact on young children’s PA and ST, and whether their effects are generalisable across cultures and geographical location is not known. This study addressed these knowledge gaps by conducting pooled analyses of comparable data from two culturally and geographically diverse samples – Chinese parent-child dyads from an ultra-dense city (Hong Kong, China) and Latino parent-child dyads from a low-density city (Houston, USA).MethodsThe analytical sample consisted of 164 Hong Kong Chinese and 84 US Latino parent-child dyads with data on socio-demographic characteristics, parent-perceived neighbourhood destinations and facilities for children’s PA, physical and social safety-related neighbourhood attributes, PA-related parenting practices and child’s ST and accelerometer-assessed PA. Generalised linear models with robust standard errors accounting for neighbourhood-level clustering were used to estimate associations and interaction effects.ResultsHong Kong Chinese children accumulated less PA than US Latino children, although the latter had more ST. Hong Kong Chinese parents reported more parenting practices promoting inactivity. Neighbourhood PA opportunities were positively related to children’s PA only if parental perceptions of neighbourhood safety were favourable, and the associations of physical neighbourhood environment characteristics with children’s PA and ST depended on PA-related parenting practices. Community cohesion was positively related to children’s PA and negatively related to ST, while parental promotion of ST was positively associated with children’s ST. Correlates of children’s PA and ST did not differ by city.ConclusionsThe substantial differences in activity patterns between Hong Kong Chinese and US Latino preschool-aged children observed in this study are likely due to a combination of cultural and built environmental factors. However, the fact that no between-city differences in correlates of PA and ST were detected indicates that both populations of children are equally affected by parent-perceived neighbourhood environmental characteristics and parenting practices. Overall, this study highlights the importance of considering how various individual-, home- and neighbourhood physical and social factors interact to influence young children’s health-promoting activity levels.

Digital Intervention Strategies for Increasing Physical Activity Among Preschoolers: Systematic Review.

BackgroundDigital interventions are increasingly used to improve health behaviors. Improved access and lower costs (relative to in-person interventions) make such interventions appealing. Specifically, digital platforms may be a promising approach for increasing physical activity (PA) in young children.ObjectiveThe goal of this systematic review was three-pronged: (1) to determine the quality of studies using digital PA intervention strategies with preschool-aged children (ie, 3 to 5 years old); (2) to assess the efficacy of digital interventions and approaches designed to improve PA in preschool-aged children; and (3) to examine theoretical application and implementation outcomes with current approaches to digital PA interventions.MethodsThis 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.ResultsIn 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.ConclusionsThe 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.

P113 Parental Correlates of Preschoolers’ Physical Activity

<h3>Background</h3> In combination with healthy eating, physical activity is an essential component of a healthy lifestyle that can help prevent a range of chronic diseases among children. As role models and gatekeepers, parents can influence children's eating and physical activity behaviors through healthy practices, helping and teaching children to make healthy choices for themselves that will last a lifetime. <h3>Objective</h3> To investigate the associations between demographic characteristics, parental feeding practices, and child physical activity in preschool-age children. <h3>Study Design, Setting, Participants</h3> Participants of this cross-sectional study included parents (n = 273) of preschool-age children ages 3 to 5 years, recruited from early childhood education centers (n = 24). <h3>Measurable Outcome/Analysis</h3> Independent variables (IVs) included parent and child demographics, parent weight status, feeding practices, parent role modeling, home meal preparation, and child fruit and vegetable consumption. Binary dependent variables (DVs) included participation in moderate-to-vigorous physical activity (MVPA) and participation in physical activity for more than 60 minutes a day (TPA). Logistic regression models determined associations between IVs and DVs. <h3>Results</h3> The participant's married status (OR = 3.625, CI=3.609-3.641), child weight (OR = 2.920, CI=2.905-2.935), and less spousal meal preparation (OR = 0.450, CI=0.448-0.451) were associated with MVPA. On the other hand, lower parent weight (OR = 0.366, CI=0.364-0.368), less food restriction (OR = 0.509, CI=0.508-0.511), and more food monitoring (OR = 1.618, CI=1.615-1.622) were associated with TPA. <h3>Conclusion</h3> Overall, the results suggest that parent characteristics and feeding practices are associated with child physical activity. Addressing this interconnectedness between eating and physical activity will allow families and providers to better understand how to promote healthy behaviors in children.

Relationship between Fundamental Movement Skills and Physical Activity in Preschool-Aged Children: A Systematic Review.

Preschool-aged children are in a critical period of developing fundamental movement skills (FMS). FMS have a close link with physical activity (PA). This study aimed to systematically review the associations between FMS and PA in preschool-aged children. Searching Cochrane Library, Web of Science, PubMed, ScienceDirect, and EBSCO (including SPORTDiscus, ERIC, and Academic Search Premier) was utilized to conduct a systematic review of the available literature. Studies were included if they examined associations between FMS and PA among typically developing children aged 3–6 years, published between January 2000 and April 2020. A total of 26 studies met the inclusion criteria, including 24 cross-sectional studies and two cohort studies. There was a strong level of evidence to support low to moderate associations between moderate to vigorous physical activity and components of FMS, specifically, the total FMS (r = 0.11–0.48, R2 = 16%–19%) and object control skill (r = 0.16–0.46, β = 0.28–0.49, R2 = 10.4%–16.9%). Similar associations were also found between the total physical activity and components of FMS, specifically, the total FMS (r = 0.10–0.45, R2 = 16%), locomotor skills (r = 0.14–0.46, R2 = 21.3%), and objective control skills (r = 0.16–0.44, β = 0.47, R2 = 19.2%). There was strong evidence that there is no significant association between light physical activity and FMS, specifically, total FMS and locomotor skills. The associations, including “stability skills–PA” and “locomotor skills–moderate to vigorous PA”, were uncertain due to insufficient evidence. Our findings provide strong evidence of associations between specific FMS components and a specific PA intensity. Future studies should consider using a longitudinal study design in order to explore the causal relationship between specific-intensity PA and the FMS subdomain.

Physical activity in early childhood education and care settings in a low-income, rural South African community: an observational study.

Research has not been conducted on physical activity in early child education and care (ECEC) settings in low-income, rural communities in South Africa. This study aimed to describe the physical activity environment of these settings and identify child and contextual factors associated with physical activity in these settings. By understanding physical activity in this environment, it will be possible to identify context-specific opportunities, including with teachers, to overcome potential challenges and maximise physical activity in a low- and middle-income country setting. The study was conducted in rural Bushbuckridge, Mpumalanga in 2014. Preschool-aged children (n=55) were recruited from five ECEC settings, including three preschools and two primary schools, where preschool-aged children are in their reception year, grade R. Preschool environment characteristics were assessed using an observational tool adapted from existing tools. Children's physical activity was assessed using the Observational System for Recording Physical Activity in Children - Preschool Version. Differences between preschool and grade R settings were assessed using χ2 analyses, and multinomial logistic regression analysis was used to determine factors associated with physical activity in the ECEC settings. The physical activity environment differed between preschool and grade R ECEC settings in terms of space (preschoolpgrade R, p<0.001). On average, children spent 28.7% of their day in the ECEC settings engaged in physical activity, of which 22.3% was moderate- to vigorous-intensity physical activity (MVPA). Children spent the greatest proportion of the day in sedentary activities (69.9%) and this differed significantly between preschool (63.2%) and grade R children (81.3%, p<0.001). Preschool children were significantly more active than grade R children, and spent greater proportions of time in light-intensity physical activity (8.6% v 2.7%, p<0.001) and MVPA (25.4% v 15.3%, p<0.001). Irrespective of ECEC setting, children were significantly more likely to participate in MVPA if they were outdoors (p=0.001), and significantly less likely to do MVPA if they were overweight/obese (p=0.006). These findings provide insight into child-level and contextual factors associated with preschool-aged children's physical activity within ECEC settings in a low-income, rural community in South Africa. Particularly, the physical and social features of ECEC settings are important in the promotion of physical activity. Findings from this study suggest that it is necessary to upskill and encourage teachers in ECEC settings to maximise opportunities for physical activity in rural low-income communities in South Africa.

The Association Between Sex and Directly Observed Physical Activity in Preschool-Age Children

Sex disparities in physical activity (PA) are evident in preschool-age children (2.9 – 5 years old). Preschool-age boys have been reported to participate in more PA during free play. However, it is unknown if this disparity is evident when participating in a structured PA intervention. PURPOSE: To examine the association between sex and directly observed PA levels in preschool-age children while participating in a PA intervention. METHODS: This study utilized data from the Short bouTs of Exercise for Preschoolers (STEP) study. STEP was a 6-month cluster randomized controlled study that examined the effects of short bouts of structured PA implemented within the classroom setting as part of designated gross motor playtime in ten preschool centers. STEP consisted of structured PA during the first 10 minutes of gross motor playtime followed by 20 minutes of free playtime. PA levels during the 10-minute intervention session were measured using a modified Observational System for Recording Physical Activity in Children-Preschool Version. PA intensity was classified as sedentary, light, or moderate-to-vigorous (MVPA). This secondary analysis focused on the baseline and 3-month data of participants randomized to the intervention group (preschool centers, n = 5; participants, n = 75; age = 3.9 ± 0.67 years). Spearman correlations were used to examine the association between sex and PA intensity during the intervention. Repeated measures ANOVAs were used to examine the effect of sex on PA intensity. RESULTS: Participants spent similar percent of intervals in MVPA at baseline (boys, 41.77±6.59; girls,38.27±5.16) and 3-months (boys, 46.61±7.59; girls, 43.89±7.55). There were no significant associations between sex and directly observed MVPA at baseline (r=-0.035, P=0.37) or 3-months (r=-0.039, P=0.81). Similarly, there were no significant effects of sex on any PA intensity (all P > 0.80) during the intervention. CONCLUSION: In this sample, sex was not associated with or impacted the number of intervals that preschool-age children spent in MVPA during the structured PA intervention. Future studies are needed to determine if these trends remain the same in a larger sample size. Funded by: Robert Wood Johnson Foundation, Active Living Research Grant 68509

Physical Activity and Mobile Phone Apps in the Preschool Age: Perceptions of Teachers and Parents.

BackgroundPhysical activity (PA) is already beneficial at the preschool age. In many countries, young children spend most of their days in the preschool setting, making it a common arena for PA interventions. Mobile health tools are becoming increasingly popular to promote PA in different populations; however, little is known about the interest for and how the preschool setting could incorporate such a tool.ObjectiveThis study aimed to examine how teachers and parents perceive PA in preschool-aged children in general and their perceptions of how a mobile phone app could be used to promote PA in the preschool setting.MethodsSemistructured interviews were conducted with 15 teachers (93%, [14/15] women, mean age 43.5 years, 47%, [7/15] with a university degree and 10 parents [91%, 9/10] women, mean age 38.9 years, all with a university degree) recruited from 2 urban preschools in central Sweden. The interviews were recorded, fully transcribed, coded, and analyzed using thematic analysis by means of an inductive approach.ResultsThe analysis revealed 4 themes: (1) children are physically active by nature, (2) the environment as a facilitator or a barrier, (3) prerequisites of the adult world, and (4) an app in the preschool setting—challenges and possibilities. Parents and teachers perceived preschoolers as being spontaneously physically active; however, high-intensity PA was perceived as low. The PA was specifically performed during the day in the preschool. Identified facilitators of PA were access to safe and engaging outdoor environments such as forests, spacious indoor areas, and adult involvement. Adult involvement was considered especially important for children preferring sedentary activities. Identified barriers for PA were restricted indoor and outdoor space, rules for indoor activities, and lack of adult involvement because of time constraints. The teachers perceived that they had limited skills and experiences using apps in general, although they also acknowledged the increasing role of technological tools in the curriculum. Thus, the teachers expressed an interest for an app designed as a support tool for them, especially for situations when PA was limited because of perceived barriers. They suggested the app to include accessible information regarding the health benefits of PA in children linked to a library of activities for different settings and seasons. Parents suggested interactive app features including problem-solving tasks and music and dance, but not video clips as they made children passive.ConclusionsVigorous PA was perceived as low in preschool-aged children. Future tailoring of interventions in the preschool setting should work around barriers and support facilitators to PA, especially PA of high intensity. In such work, an app could serve as a source of inspiration for PA in different ages, settings, and seasons and thus reduce environmental and structural inequalities in the preschool setting.

Associations between physical activity, positive affect, and self-regulation during preschoolers' everyday lives

ObjectivePrevious research on the beneficial effects of physical activity mostly focused on adult samples, although daily physical activity engagement is crucial for children's healthy development. The current study examines associations between preschool-aged children's physical activity, positive affect, and self-regulation during their everyday lives. Both direct and indirect associations between physical activity, positive affect, and self-regulation were investigated. MethodsFor seven consecutive days, 98 children aged four to six years wore a tri-axial accelerometer (ActiGraph wGT3X-BT) to assess their moderate-to-vigorous physical activity (MVPA). During this week, parents rated their children's daily positive affect and self-regulation every evening either by an online questionnaire or via a phone interview. ResultsA multilevel structural equation model revealed direct positive associations between daily MVPA and positive affect (within-person level) and between positive affect and self-regulation (within- and between-person levels). There were no direct positive associations between MVPA and self-regulation (within- and between-person level); at the within-person level, a small, unexpected negative association between MVPA and emotional self-regulation was found. MVPA and self-regulation were indirectly related through positive affect on a daily basis. ConclusionsEngaging in more MVPA than usual on a given day was positively associated with preschoolers' daily positive affect, which was associated with higher daily self-regulation levels. Whereas physical activity seems to have short-term associations on a daily basis, positive affect seems to facilitate children's self-regulation skills both intra- and inter-individually.

The Use of a Fitbit Device for Assessing Physical Activity and Sedentary Behavior in Preschoolers

To determine the accuracy of the Fitbit Flex (FF) activity monitor for assessing preschoolers' physical activity (PA) and sedentary behavior (SED) in free-living conditions. This is a cross-sectional study of 27 preschoolers (41% girls; age, 4.9 years) who each wore the FF and ActiGraph GT3X+ (AG) simultaneously for 24 hours. Raw data from each device were temporally matched and summarized into estimates of SED, moderate-to-vigorous PA, and total PA after removing sleep and nonwear time periods. Equivalence testing was performed to compare the 90% CIs of the estimates from the FF with the respective equivalence zone (±15% of the mean estimates) from the AG. The FF yielded equivalent estimates of SED (mean difference, 42-71 minutes/day) and total PA (mean difference, 42-70 minutes/day), but lower moderate-to-vigorous PA (mean difference, 29-67 minutes/day) than the AG, on average. The FF showed strong correlations and relatively low mean absolute percent errors (MAPEs) in relation to the AG for SED (r = 0.87; MAPE = 9.1%) and total PA (r = 0.71; MAPE = 14.3%), but a moderate correlation and high MAPE for moderate-to-vigorous PA (r = 0.59; MAPE = 70.1%). The FF activity monitor accurately estimated the amount of time spent in SED and overall PA in preschool-aged children, but with an underestimation of moderate-to-vigorous PA. Our findings support the use of the FF as a feasible and a relatively accurate PA monitoring tool in clinical and research settings.

Classification Accuracy of a Wearable Activity Tracker for Assessing Sedentary Behavior and Physical Activity in 3-5-Year-Old Children.

This study examined the accuracy of the Fitbit activity tracker (FF) for quantifying sedentary behavior (SB) and varying intensities of physical activity (PA) in 3–5-year-old children. Twenty-eight healthy preschool-aged children (Girls: 46%, Mean age: 4.8 ± 1.0 years) wore the FF and were directly observed while performing a set of various unstructured and structured free-living activities from sedentary to vigorous intensity. The classification accuracy of the FF for measuring SB, light PA (LPA), moderate-to-vigorous PA (MVPA), and total PA (TPA) was examined calculating Pearson correlation coefficients (r), mean absolute percent error (MAPE), Cohen’s kappa (k), sensitivity (Se), specificity (Sp), and area under the receiver operating curve (ROC-AUC). The classification accuracies of the FF (ROC-AUC) were 0.92, 0.63, 0.77 and 0.92 for SB, LPA, MVPA and TPA, respectively. Similarly, values of kappa, Se, Sp and percentage of correct classification were consistently high for SB and TPA, but low for LPA and MVPA. The FF demonstrated excellent classification accuracy for assessing SB and TPA, but lower accuracy for classifying LPA and MVPA. Our findings suggest that the FF should be considered as a valid instrument for assessing time spent sedentary and overall physical activity in preschool-aged children.

Attainment of '5-2-1-0' obesity recommendations in preschool-aged children.

Obesity prevention guidelines recommend children eat ≥ 5 servings of fruits and vegetables, view ≤ 2 h of screen time, participate in 1 h of physical activity, and consume 0 sugar-sweetened beverages daily, commonly known as ‘5-2-1-0’. We sought to determine: the extent to which preschool-aged children attending child care meet these guidelines, predictors of attainment, and associations of attainment with weight status. We analyzed in 2016, 24-hour dietary, physical activity, and screen time data collected in 2009–10 from 398 preschool-aged children in 30 child-care centers in Cincinnati, OH. Dietary intake, screen time and body-mass index (BMI) were obtained by research staff during child care and from parents when at home. Accelerometers measured physical activity. Mixed-effects models and generalized estimating equations were used to determine associations between ‘5-2-1-0’ recommendations, demographic variables, and BMI z-scores. Average child age was 4.3 ± 0.7 years; 26% had a BMI ≥ 85th percentile. Seventeen percent of children with complete dietary data (n = 307) consumed ≥ 5 servings of fruits and vegetables and 50% consumed 0 sugar-sweetened beverages. < 1% with complete physical activity data (n = 386) met the activity recommendation; 81% of children (n = 379) had ≤ 2 h of screen time. Only 1 child met all of the ‘5-2-1-0’ recommendations. There were no consistent demographic predictors of attaining individual recommendations. An additional hour of screen time was associated with a 0.11 (SD 0.06) increase in BMI z-score. Our data suggests there is ample room to increase fruit and vegetable intake and physical activity in preschool-aged children.

Relationship between time use in physical activity and gross motor performance of preschool children.

Participation in physical activity is an important health concern for children in most Western communities, but little is known about Asian children's participation. The purpose of this study was to extend the current knowledge on how much time preschool children in Taiwan spend on physical activity, to examine its relationship with gross motor performance and to provide information on the establishment of physical activity guidelines for preschool children in Taiwan. Two hundred and sixty-four children between 36 and 71months old were recruited from a university medical centre and from preschools in Taiwan. The primary outcomes were measured using the Movement Assessment Battery for Children-Second Edition and the modified Preschool-aged Children's Physical Activity Questionnaire. 89.8% of our participants did not meet the recommendations from the National Association for Sport and Physical Education for time spent in physical activities. Participants spent an average of 155minutes/week in low intensity physical activity. Children with motor difficulties tended to spend less time on physical activity than did typically developing children. The mother's level of education and whether the child was overweight or obese correlated with how much time the children spent on physical activity. We conclude that paediatric occupational therapists should explain to parents the relationship between physical activity and motor development and advocate for developmentally positive physical activities for preschool children. Physical activity guidelines for Taiwanese preschoolers should be established immediately.

Correlates of home and neighbourhood-based physical activity in UK 3-4-year-old children.

Background: Identifying context-specific correlates of home- and neighbourhood-based physical activity in preschool-aged children may help improve intervention program development for these settings. Methods: A total of 153 3–4-year-old children were recruited through preschool settings in Cambridgeshire (January–July 2013). Children wore Actiheart accelerometers for ≤7 days to assess their sedentary time (ST), light-(LPA) and moderate- to vigorous-intensity physical activity (MVPA). A parent-completed questionnaire assessed correlates across the ecological model and the child’s preschool attendance during the measurement week. Only accelerometer data for times when children were at home were used. Multilevel models (Level 1: days; Level 2: child) examined associations between maternal-reported exposure variables and each outcome (children’s home- and neighbourhood-based ST, LPA and MVPA) (main analysis). Further analyses included the subsample of children with complete paternal correlates data (father analysis). Results: In the main analyses, children with older siblings engaged in less ST. Children whose mothers reported being ‘moderately inactive’ or ‘active’ (vs. inactive) engaged in less LPA, while children whose mothers worked >35 h week−1 engaged in less MVPA. More equipment at home was associated with lower LPA but greater MVPA. In the father analysis, father’s television viewing before 6 pm was associated with greater ST and less MVPA in children; the negative association between mother’s activity and children’s LPA was retained. Conclusion: Family demographics and parental behaviours appear to have the strongest association with children’s home- and neighbourhood-based ST, LPA and MVPA. This study further highlights the importance of examining both maternal and paternal behaviours.

Maternal and paternal support for physical activity and healthy eating in preschool children: a cross-sectional study.

BackgroundParental support is a key influence on children’s health behaviours; however, no previous investigation has simultaneously explored the influence of mothers’ and fathers’ social support on eating and physical activity in preschool-aged children. This study evaluated the singular and combined effects of maternal and paternal support for physical activity (PA) and fruit and vegetable consumption (FV) on preschoolers’ PA and FV.MethodsA random sample comprising 173 parent–child dyads completed validated scales assessing maternal and paternal instrumental support and child PA and FV behaviour. Pearson correlations, controlling for child age, parental age, and parental education, were used to evaluate relationships between maternal and paternal support and child PA and FV. K-means cluster analysis was used to identify families with distinct patterns of maternal and paternal support for PA and FV, and one-way ANOVA examined the impact of cluster membership on child PA and FV.ResultsMaternal and paternal support for PA were positively associated with child PA (r = 0.37 and r = 0.36, respectively; P < 0.001). Maternal but not paternal support for FV was positively associated with child FV (r = 0.35; P < 0.001). Five clusters characterised groups of families with distinct configurations of maternal and paternal support for PA and FV: 1) above average maternal and paternal support for PA and FV, 2) below average maternal and paternal support for PA and FV, 3) above average maternal and paternal support for PA but below average maternal and paternal support for FV, 4) above average maternal and paternal support for FV but below average maternal and paternal support for PA, and 5) above average maternal support but below average paternal support for PA and FV. Children from families with above average maternal and paternal support for both health behaviours had higher PA and FV levels than children from families with above average support for just one health behaviour, or below average support for both behaviours.ConclusionsThe level and consistency of instrumental support from mothers and fathers for PA and FV may be an important target for obesity prevention in preschool-aged children.

Intervention fidelity in a teacher-led program to promote physical activity in preschool-age children

ObjectiveTo examine protocol fidelity among teachers involved in a six-month cluster-randomized physical activity (PA) intervention. MethodsIn 2011, preschools in Springfield, MA were randomized to short bouts of structured PA (SBS-PA, n=5) or unstructured playtime (UPA, n=5). SBS-PA provided structured PA in the classroom during the first 10min of gross-motor playtime followed by 20min of unstructured playtime. UPA consisted of 30min of unstructured playtime. All teachers (SBS-PA and UPA) received a written study protocol and 1.5h of training. SBS-PA also received videos to use to lead structured PA and 1.5 additional hours of training. Study fidelity and process evaluation were assessed twice weekly via semi-structured questionnaire. ResultsOnly 56.6% of SBS-PA and 75.2% of UPA free playtimes lasted for 30min; 86.3% of SBS-PA teachers implemented structured PA during the first 10min of gross-motor playtime but only 67.2% delivered the intervention as instructed. Only 68.5% of SBS-PA teachers implemented the 20-minute unstructured playtime. SBS-PA teachers reported that time limitations was a major barrier in implementing the designed intervention. Pre-post changes in PA did not differ between groups. ConclusionLimited fidelity to intervention protocol likely impacted study findings. Future studies should focus on strategies to improve adherence among intervention leaders.

Latino Mothers in Farmworker Families’ Beliefs About Preschool Children’s Physical Activity and Play

Document beliefs about the contribution of physical activity to preschool-aged children's health held by Latino mothers in farmworker families, and delineate their perceived barriers or constraints that impose limits on preschool-aged children's physical activity. Qualitative data obtained through semi-structured in-depth interviews (N=33) with mothers of preschool-aged children living in Latino farmworker families in North Carolina. Mothers universally agree that regular vigorous physical activity is good for preschool-aged children's health, including obesity prevention. However, excessive physical activity can produce illnesses, as well as other physical and emotional problems, and should be limited. Mothers wanted their children to engage in more sedentary forms of activity because they believed it would benefit learning. Physical and chemical hazards in rural environments, distance to parks and play spaces, and lack of familiarity and concerns about neighbors constrained children's physical activity. Although physical activity is believed to be beneficial, strong cultural beliefs and real contextual barriers undermine preschool-aged Latino farmworker children's level of physical activity.

Do active mothers have active preschool-aged children? An analysis of concurrently measured activity patterns

Introduction: Physical activity (PA) from a young age is likely to confer long-lasting health and developmental benefits. Parents have a significant influence over their young children's behaviour but little is known about the association between maternal and preschool-aged children's PA. This study aimed to determine whether patterns of mothers’ objectively measured PA are associated with those of their children and whether this association differed by demographic and temporal factors.

BMI Group-Related Differences in Physical Fitness and Physical Activity in Preschool-Age Children

In the Ballabeina study, we investigated age- and BMI-group-related differences in aerobic fitness (20 m shuttle run), agility (obstacle course), dynamic (balance beam) and static balance (balance platform), and physical activity (PA, accelerometers) in 613 children (M age = 5.1 years, SD = 0.6). Normal weight (NW) children performed better than overweight (OW) children in aerobic fitness, agility, and dynamic balance (all p < .001), while OW children had a better static balance (p < .001). BMI-group-related differences in aerobic fitness and agility were larger in older children (p for interaction with age = .01) in favor of the NW children. PA did not differ between NW and OW (p ≥ .1), but did differ between NW and obese children (p < .05). BMI-group-related differences in physical fitness can already be present in preschool-age children.

BMI Group-Related Differences in Physical Fitness and Physical Activity in Preschool-Age Children: A Cross-Sectional Analysis

BMI Group-Related Differences in Physical Fitness and Physical Activity in Preschool-Age Children: A Cross-Sectional Analysis