Physical Activity In Preschoolers Research Articles

The “supercompensation” effect of children’s lockdown during COVID-19: based on the analysis of changes in physical activity, sleep, and psychology

ObjectiveTo investigate the “supercompensation” effect of preschoolers during the coronavirus disease 2019 lockdown by comparing the changes in physical activity (PA), psychological, and sleep indicators before and after the lockdown.MethodsA total of 127 children (aged 3–6 years) were recruited. Before and after the lockdown, the children’s PA levels were measured using the ActiGraph GT3X+, and their psychological and sleep indicators were measured using the Strengths and Difficulties Questionnaire (SDQ) and Child Sleep Habit Questionnaire (CSHQ), respectively.ResultsRegarding PA, the children’s total physical activity, low-intensity physical activity, and medium-intensity physical activity (MVPA) were higher after the lockdown than before the lockdown, with significant differences in MVPA (p < 0.05). Regarding psychology, the children’s SDQ and multidimensional scores were better after the lockdown than before the lockdown, with a significant difference in SDQ scores (p < 0.05). Regarding sleep, the children’s CSHQ scores were better after the lockdown than before the lockdown, with a highly significant difference in CSHQ scores (p < 0.01).ConclusionAfter lockdown, children’s PA, psychological, and sleep effects were “supercompensated.” In particular, the PA of preschoolers before, during, and after the lockdown may show a “baseline-inhibition-supercompensation” process.

Where does physical activity fit into preschool postpandemic? A qualitative exploration with parents, teachers and administrators

ObjectivesDuring the preschool years, children depend on adult caregivers to provide opportunities for physical activity (PA). Research has focused on measuring PA in preschool, as well as barriers and facilitators...

Parental Upbringing, Nutritional Status, and Physical Activity in Preschoolers

Introduction: In Mexico the prevalence of childhood obesity has experienced an alarming increase; it was reported that 9.7% of children under 5 years of age were suffering from overweight or obesity. This situation was exacerbated in the northern region of the country with a prevalence of 13.2%. Within this context, Parenting Style has been identified as a determinant factor in children's eating behavior, directly influencing their Body Mass Index. Aim: To understand the relationship between Parenting Styles (General and by type of Parenting Style), Body Mass Index, and Physical Activity of preschoolers. Methodology: A cross-sectional, descriptive, and correlational study involved 664 individuals, comprising 332 mother/child dyads, aged between 3 and 5 years. Variables were measured using the Parenting Styles and Dimensions Questionnaire (PSDQ) and the Physical Activity Questionnaire for Parents of Preschool Children, with descriptive and correlational statistics being conducted. Results: A positive and significant correlation was found between the Democratic Parenteral Parenting Style with the minutes that preschoolers dedicated to performing mild physical activities (rs = .136, p&lt;0.05) and moderate physical activities (rs = .172, p&lt;0.01). ). Permissive and authoritarian parenting styles did not show significant relationships with minutes of physical activity. Discussion: Despite the lack of correlation between the general Parenting Style and BMI, this finding underscores the complexity of factors shaping children's physical activity, suggesting the need for multifaceted strategies that include parental education, improvements in infrastructure, and public policies to promote a healthy lifestyle among children.

Barriers, enablers and motivators of the "I'm an active Hero" physical activity intervention for preschool children: a qualitative study.

Insufficient physical activity (PA) in early childhood is linked to adverse health outcomes and a heightened risk of obesity. Successful PA programmes often require input from key stakeholders, such as parents and educators. However, research on stakeholders' perspectives regarding PA programmes for preschool children is limited, impeding effective programme design and implementation. This study aims to explore the perspectives of key stakeholders to gain insights into the challenges, facilitators, and motivators that influence the planning, execution, and sustainability of the "I'm an Active Hero (IAAH) intervention component," a preschool-based initiative designed to promote PA among young children. Semi-structured interviews were conducted in Saudi Arabia with individual preschool principals (n = 2), and focus group discussions were held, respectively, with preschool staff members (n = 4, all female) and parents (4 mothers, 5 fathers). A thematic analysis identified four main themes: (1) Barriers to parental involvement in preschool PA interventions, such as time constraints, lack of flexibility, limited space, and a shortage of trained staff; (2) Risks and benefits of children's programme participation; (3) Motivators including rewards, non-financial incentives, and concerns about childhood obesity and a sedentary lifestyle; (4) Facilitating factors for overcoming barriers, including staff training, time reallocation, staff coordination, space optimization, non-financial incentives, and sustaining partnerships. This study's findings are crucial for childcare professionals, preschools, education authorities, and policymakers, offering valuable insights for future research. However, further collaboration with key stakeholders is essential to enhance individual attitudes and preschool policies for effective intervention implementation.

A Matched-Pair Analysis of Gross Motor Skills of 3- to 5-Year-Old Children With and Without a Chronic Physical Illness.

The purpose of this study was to compare the gross motor skills of children with a chronic physical illness with those of their healthy peers. Data for children with a chronic physical illness come from the Multimorbidity in Children and Youth Across the Life Course study, and data from children without a physical illness come from the Health Outcomes and Physical Activity in Preschoolers study. Multimorbidity in Children and Youth Across the Life Course and Health Outcomes and Physical Activity in Preschoolers included children ages 3-5years and administered the Peabody Development Motor Scales-second edition. Participants were sex and age matched (20 male and 15 female pairs; Mage = 54.03 [9.5]mo). Gross motor skills scores were "below average" for 47% of children with a physical illness compared with 9% of children without a physical illness (P = .003). Matched-paired t tests detected significant differences in total gross motor scores (dz = -0.35), locomotor (dz = -0.31), and object control (dz = -0.39) scores, with healthy children exhibiting better motor skills, and no significant difference in stationary scores (dz = -0.19). This skill gap may increase burden on children with physical illnessand future research should assess gross motor skills longitudinally to establish whether the gap widens with age.

The association between physical activity during preschool hours and early numeracy

Previous findings suggest positive association between physical activity (PA) and children's cognitive outcomes. Early numeracy (EN) refers to young children’s mathematical proficiency, including relational and counting skills. EN has been shown to strongly predict later mathematical and academic achievements. Previous research has mainly focused on school-age children; however, research in early ages is scarce. No previous studies have used device-based measurement of PA with an individual test of EN to understand the associations between preschool PA and EN. The study investigated the relationship between PA during preschool hours and EN in 4-5-year-old children (N = 95, Mage = 4.6). PA was measured during 5 consecutive preschool days using hip-worn accelerometers, while EN was assessed using the Finnish Early Numeracy Test. Results revealed no significant correlation between preschool PA level and EN. Furthermore, latent profile analyses identified three profiles with high, medium, and low PA, whereas EN did not significantly differ among the profiles. While the results showed significantly different amounts of PA among children during preschool, the current study suggests no direct relation between preschool PA and EN.

Adapting a Preschool Physical Activity Intervention to Be Inclusive of Children on the Autism Spectrum

ABSTRACT Interventions for promoting physical activity designed specifically for preschoolers with autism spectrum disorders (ASD) are lacking, which is problematic given the low rates of physical activity among this population. This study used a stakeholder-engaged approach to adapt the Wellness Enhancing Physical Activity for Young Children (WE PLAY) teacher training for preschoolers with ASD. Specifically, we solicited and integrated feedback from experts in ASD, adapted physical education, and school-based physical activity promotion, and we incorporated behavioural teaching strategies while preserving the intervention’s core components and theoretical basis. Following the adaptation process, teachers and a public preschool director implemented WE PLAY-Autism. This case study reports on the adaptation process and process evaluation from the WE PLAY-Autism pilot study. Results indicated high feasibility and acceptability. WE PLAY-Autism warrants further research and dissemination to preschools that aim to appropriately include students with ASD in physical activity.

The importance of preschool employees’ individual and shared opinions for 4–6-year-olds’ physical activity in preschool – in light of individual and collective identity

ABSTRACT Several studies emphasise the preschools’ impact on children’s physical activity, both socially and organisationally. Furthermore, higher levels of physical activity and cardiorespiratory function are associated with better health. Preschool is an important arena for children’s physical activity, as many children spend much time in preschool every day. The present study aims to examine how the preschool employees’ individual opinions and shared opinions can be of importance for practices related to children’s physical activity in preschool. The findings and discussion in this article are based on focus group interviews in three preschools. The data are analysed within an individual and collective identity theory framework. The analysis reveals a variety of opinions, both individual and shared, in each preschool regarding the children’s physical activity, with a stronger connection between the individual and shared opinions in two of the three preschools in the study. This underlines the importance of working for a culture with adaptions to shared values to prevent conflicting interests among employees’ regarding the eagerness to facilitate children’s physical activity.

The Use of Wearable Technologies in the Assessment of Physical Activity in Preschool- and School-Age Youth: Systematic Review.

In recent years, physical activity assessment has increasingly relied on wearable monitors to provide measures for surveillance, intervention, and epidemiological research. This present systematic review aimed to examine the current research about the utilization of wearable technology in the evaluation in physical activities of preschool- and school-age children. A database search (Web of Science, PubMed and Scopus) for original research articles was performed. A total of twenty-one articles met the inclusion criteria, and the Cochrane risk of bias tool was used. Wearable technology can actually be a very important instrument/tool to detect the movements and monitor the physical activity of children and adolescents. The results revealed that there are a few studies on the influence of these technologies on physical activity in schools, and most of them are descriptive. In line with previous research, the wearable devices can be used as a motivational tool to improve PA behaviors and in the evaluation of PA interventions. However, the different reliability levels of the different devices used in the studies can compromise the analysis and understanding of the results.

The Omni Scale Is Not Suitable for Assessing Self-Perceived Exertion during Physical Activity in Preschoolers.

We aimed to identify the utility, reliability, and validity of an adapted version of the OMNI self-perceived exertion (PE) rating scale in preschoolers. Firstly, 50 (mean age ± standard deviation [SD] = 5.3 ± 0.5 years, 40% girls) performed a cardiorespiratory fitness (CRF) test twice, with a one-week interval between assessments, and rated their PE either individually or in groups. Secondly, 69 children (mean age ± SD = 4.5 ± 0.5 years, 49% girls) performed two CRF tests, separated by a one-week interval, twice and rated their self-PE. Thirdly, the heart rate (HR) of 147 children (mean age ± SD = 5.0 ± 0.6 years, 47% girls) were compared against self-rated PE after finishing the CRF test. Self-assessed PE differed when the scale was administered individually (e.g., 82% rated PE with 10) or in groups (42% rated PE with 10). The scale showed poor test-retest reliability (ICC:0.314-0.031). No significant associations were found between the HR and PE ratings. An adapted version of the OMNI scale was found not suitable for assessing self-PE in preschoolers.

Association of low physical activity with higher respiratory tract infections frequency among pre-school children.

There is no consensus on the benefits of physical activity (PA) regarding upper respiratory tract infections (URTIs) among children. This study aimed to determine an association between the PA level and URTIs in preschoolers. In 4-7-year-old participants, URTI symptoms were monitored using the Polish version of the Wisconsin Upper Respiratory System Survey for Kids. The daily number of steps, PA intensity, and sleep duration were measured with a Garmin-vivofit pedometer. The lag effect between the initial level of daily PA and the frequency of infections was evaluated. The average daily step count from healthy days was a significant determinant of the total number of days with the URTI symptoms, and it accounted for 44% (p < 0.001) of this variable variance. A low level of baseline PA (initial 14-day "run-in" observation period) was associated with an increased risk of URTI. In the non-sport group, the severity of the URTI symptoms depended on the number of daily steps. No significant correlation was found between sleep duration and the number of URTI days. Low levels of PA in preschoolers result in increased susceptibility to respiratory infections. Parents should encourage children to engage in PA to prevent URTIs. In pre-school children, higher physical activity (PA) is associated with fewer days of upper respiratory tract infection symptoms (URTIS). Children with a higher average daily step count have fewer days with URTIS over a long-term observation period. A change in the average number of steps per day by 1000 changed the number of days with symptoms of URTI by 4 days. The severity of URTIS was inversely related to the degree of PA. Children who participate in sports 3 or more hours per week have fewer URTIS than those who do not engage in sports regularly.

Validity of low-cost measures for global surveillance of physical activity in pre-school children: The SUNRISE validation study.

To validate parent-reported child habitual total physical activity against accelerometry and three existing step-count thresholds for classifying 3 h/day of total physical activity in pre-schoolers from 13 culturally and geographically diverse countries. Cross-sectional validation study. We used data involving 3- and 4-year-olds from 13 middle- and high-income countries who participated in the SUNRISE study. We used Spearman's rank-order correlation, Bland-Altman plots, and Kappa statistics to validate parent-reported child habitual total physical activity against activPAL™-measured total physical activity over 3 days. Additionally, we used Receiver Operating Characteristic Area Under the Curve analysis to validate existing step-count thresholds (Gabel, Vale, and De Craemer) using step-counts derived from activPAL™. Of the 352 pre-schoolers, 49.1 % were girls. There was a very weak but significant positive correlation and slight agreement between parent-reported total physical activity and accelerometer-measured total physical activity (r: 0.140; p = 0.009; Kappa: 0.030). Parents overestimated their child's total physical activity compared to accelerometry (mean bias: 69 min/day; standard deviation: 126; 95 % limits of agreement: -179, 316). Of the three step-count thresholds tested, the De Craemer threshold of 11,500 steps/day provided excellent classification of meeting the total physical activity guideline as measured by accelerometry (area under the ROC curve: 0.945; 95 % confidence interval: 0.928, 0.961; sensitivity: 100.0 %; specificity: 88.9 %). Parent reports may have limited validity for assessing pre-schoolers' level of total physical activity. Step-counting is a promising alternative - low-cost global surveillance initiatives could potentially use pedometers for assessing compliance with the physical activity guideline in early childhood.

Associations between the movement environment and preschooler's physical activity and sedentary time in Norwegian preschools

ABSTRACTThe quality of the preschool environment may affect preschooler's levels of physical activity and sedentary time. In this paper, we aimed to assess the quality of the preschool movement environment and associations between the movement environment and children's physical activity and sedentary time in Norwegian preschools. A sample of 71 departments within 46 preschools provided data on the Movement Environment Rating Scale (MOVERS). 794 children aged 3–5 years provided accelerometer data (ActiGraph GT3X+). Associations were examined using multivariate pattern analysis. Our results indicate that the movement environment is of minimal quality in Norwegian preschools. We found positive associations for light and moderate intensity physical activity and negative associations for sedentary time with the overall MOVERS score, as well as for several items and sub-scales. Our findings suggest that higher quality of the preschool movement environment is associated with more movement and less sedentary time.

The influence of extra-curricular physical activities in the development of coordination in preschool children.

The aim of this study was to provide information in relation to the coordination ability of preschool children. The study aimed to investigate the influence of preschool physical activity, as part of the enrichment curriculum, on the coordination of the pupils. A sample of 120 preschool children (M=63; F=58) aged 4 and 5 years old (M=4.47, SD=0.5), with differing levels of physical activity carried out by the Children Body Coordination Test instrument (TCCI). Proceeded to descriptive statistical analysis of coordinative benefits students, depending on the variables gender, age group, practical activities, years of practice, number of workouts and total weekly sessions of physical activity. We conducted an inferential analysis of data for comparison of means in the variables under study. Practicing enrichment activities has been demonstrated to assist in the development of children's motor skills with those having engaged in such activities achieving a higher level of performance. The practice of extracurricular physical activities significantly enhances the general coordinative abilities in children aged 4 and 5 years of age, but it was found that 5-year-old children had a significantly higher performance compared to 4-year-old children.

P03-02 Benefits of play that include physical activity in preschoolers on their adaptive functioning

BackgroundPhysical activity promotes the better physical and emotional well-being of children. A high percentage of Chilean children do not reach the minimum daily time expected of physical activity. Parents and educators of preschoolers are fundamental to the development of activities that involve movement. This study aimed to examine the relationship between the weekly time that Chilean preschoolers include physical activity in their plays and children's development. Also, compare child development between preschoolers who engaged in physical activity play with or without caregivers' presence.MethodsThe sample consisted of 54 preschoolers aged 34.7-65.9 months (mean 52.0±10.2). The parents completed: a) Ages and Stages Questionnaire Third Edition to measure communication, motor, solving-problem, and personal-social development, and Ages and Stages Questionnaire Socioemotional to measure the socio-emotional development of children and their areas (self-regulation, compliance, autonomy, adaptive functioning (physiological needs), affection, social communication, and interaction; b) an ad-hoc questionnaire to register the time that children dedicate weekly to physical activity on their play, and if their children engaged in play that included physical activity with their caregivers or not.ResultsPearson coefficient showed that preschoolers' time spent weekly on plays that included physical activity was moderate and significant (p > 0.05) when related to social communication's, adaptive-functioning's, personal-social's, and communication's development. T Student for independent samples revealed that Self-regulation (t=-2.09; p > 0.05) and adaptive-functioning's development (t=-2.99; p > 0.01) were better in preschoolers engaged in play that included physical activity with their caregivers than those who did not play with them. A multivariate regression analysis indicated that preschoolers' adaptive-functioning could be predicted by a combination of higher time dedicated weekly to physical activity on their play and children playing with their caregivers.ConclusionsThese findings suggest that physical activity in preschoolers could benefit their physiological needs. Thus, it is necessary to promote strategies that include the family and increase physical activity time on children's plays.

The relationship between physical activity, physical fitness and fatness in 3-6 years old boys and girls: a cross-sectional study.

BackgroundPhysical activity (PA), fatness and fitness in children and teenagers have been associated with short and long-term health benefits. However, little research analyzing these variables focuses on the preschool education stage. Thus, the objective of this research is to study the relationship between PA, fatness and fitness in 3–6 years old boys and girls.MethodsThis cross-sectional study includes 150 boys and girls at age between 3 and 6 years. Fatness and fitness were assessed using a PREFIT (FITness testing in PREschool children) battery as well as the sit and reach test. PA levels were measured using accelerometers for 7 days.ResultsHigher PA levels were related to better fitness values. In addition, differences were found in the PA levels between boys and girls. However, PA subcomponents were not related to fatness. Furthermore, there were no significant differences in fitness tests between underweight, normal-weight and over-weight children, except in handgrip strength.ConclusionsThe few studies that have analyzed the relationship between fatness, fitness and PA in preschool have revealed controversial results. However, our study is in accordance with the majority of studies which prove that PA is associated with better fitness performances in preschool children. Since fitness is an important indicator of health, schools and parents should encourage children to practice more daily PA, especially girls, who are less active than boys. However, the discrepancy about the relationship between PA and fatness between the results of the different research highlights the necessity of carrying out further studies that analyze the relationship between these 3 variables separately in each age group (3, 4, 5 and 6 years). This is due to the fact that associations were stronger in older children rather than in younger children.

Accelerometer epoch length influence associations for physical activity intensities with body mass index and locomotor skills in young children

ABSTRACT The epoch length is decisive for the capture of physical activity intensities from accelerometry and possibly for associations between physical activity intensities and outcomes in children. The aim of the present study was to determine the multivariate physical activity intensity signatures related to body mass index and locomotor skills in preschool children using different epoch lengths. A sample of 1054 Norwegian children (mean age 4.8 years, 52% boys) from the Sogn og Fjordane Preschool Physical Activity Study provided data on physical activity (ActiGraph GT3X+), body mass index and locomotor skills in 2015–2016. Multivariate pattern analysis was used to determine associations between the physical activity intensity spectrum (0–99 to ≥15000 counts per minute) and the outcomes using files aggregated using 8 different epoch lengths from 1 to 60 seconds. We observed that associations across the intensity spectrum, from sedentary time to vigorous intensities, differed for data derived using different epoch lengths. For both outcomes, associations for moderate intensities became stronger and vigorous intensities became weaker for longer as compared to shorter epoch lengths. Aggregation of accelerometer data using different epoch lengths influences the capture of physical activity intensities and associations between physical activity intensities and related outcomes.

Trajectories of physical activity and sedentary time in Norwegian children aged 3–9 years: a 5-year longitudinal study

BackgroundLimited evidence exists regarding the longitudinal development of physical activity during early to mid childhood. The aim of this study was to determine physical activity and sedentary time trajectories in children aged 3‒9 years from Western Norway.MethodsA sample of 294 children (51% boys; aged 3‒5 years at baseline) from the Sogn og Fjordane Preschool Physical Activity Study was followed annually over 5 years (2015‒2019). Physical activity was measured every autumn during this period using hip-based accelerometry (ActiGraph GT3X+). Data was processed as counts. We used linear mixed models to analyse the data. Primary analyses included trajectories for total and intensity-specific physical activity (light, moderate, vigorous, and moderate to vigorous intensity) and sedentary time for boys and girls using 1-s epoch. Secondary analyses included trajectories for weekdays versus weekend days, preschool/school hours versus after school hours, and 1- versus 60-s epoch lengths.ResultsOver the total day, significant associations with age were found for boys and girls for all physical activity intensities and sedentary time (p < .001). Total physical activity peaked at age 5, whereas intensity-specific physical activity levels peaked at age 3 to 8 years (light intensity: 3–4 years; moderate intensity: 4–7 years; vigorous intensity: 7–8 years; moderate to vigorous intensity: 5–8 years). Boys had higher physical activity levels and more favourable trajectories than girls. Sedentary time increased from ages 3 to 9. Changes over time were larger for weekdays than for weekend days and larger for preschool/school hours than for after school hours. The use of a 60-s epoch resulted in larger changes over time than a 1-s epoch.ConclusionsOur findings suggest physical activity levels peaked between the ages of 3 and 8 years. Finding ways to prevent decline in physical activity during the transition from preschool to primary school is important, especially for girls. Standardising epoch length will help when comparing physical activity and sedentary behaviour across studies.

Effect of a Fundamental Motor Skills Intervention on Fundamental Motor Skill and Physical Activity in a Preschool Setting: A Cluster Randomized Controlled Trial.

To determine the effect of a 12-week fundamental motor skill (FMS) program on FMS and physical activity (PA) on preschool-aged children. A cluster randomized controlled trial. The intervention (PhysicaL ActivitY and Fundamental Motor Skills in Pre-schoolers [PLAYFun] Program) was a 12-week games-based program, delivered directly to the children in childcare centers by exercise physiologists. Children in the control arm received the usual preschool curriculum. Outcomes included FMS competence (Test of Gross Motor Development-2) and PA (accelerometer) assessed at baseline, 12weeks, and 24weeks (12-wk postintervention). Fifty children (mean age = 4.0 [0.6]y; 54% male) were recruited from 4 childcare centers. Two centers were randomized to PLAYFun and 2 centers were randomized to the waitlist control group. Children attended on average 2.0 (1.0) 40-minute sessions per week. The PLAYFun participants demonstrated significant increases in object control (P < .001) and total FMS (P = .010) competence at week 12, compared with controls in a group × time interaction. Girls, but not boys, in PLAYFun significantly increased moderate to vigorous PA after the intervention (P = .004). These increases were not maintained 12-week postcompletion of PLAYFun. The PLAYFun Program is effective at improving FMS competence in boys and girls and increasing PA in girls. However, improvements are not maintained when opportunities to practice are not sustained.

Device-based measurement of physical activity in pre-schoolers: Comparison of machine learning and cut point methods.

IntroductionMachine learning (ML) accelerometer data processing methods have potential to improve the accuracy of device-based assessments of physical activity (PA) in young children. Yet the uptake of ML methods by health researchers has been minimal and the use of cut-points (CP) continues to be the norm, despite evidence of significant misclassification error. The lack of studies demonstrating a relative advantage for ML approaches over CP methods maybe a key contributing factor.PurposeThe current study compared the accuracy of PA intensity predictions provided by ML classification models and previously published CPs for preschool-aged children.MethodsIn a free-living study, 31 preschool-aged children (mean age = 4.0 ± 0.9 y) wore wrist and hip ActiGraph GT3X+ accelerometers while completing a video recorded 20-minute free play session. Ground truth PA intensity was coded continuously using the Children’s Activity Rating Scale (CARS). Accelerometer data was classified as sedentary (SED), light intensity (LPA), or moderate-to-vigorous intensity (MVPA) using ML random forest PA classifiers and published CPs for preschool-aged children. Performance differences were evaluated in a hold-out sample by comparing weighted kappa statistics, classification accuracy for each intensity band, and equivalence testing.ResultsML classification models (hip: κ = 0.76; wrist: κ = 0.72) exhibited significantly higher agreement with ground truth PA intensity than CP methods (hip: κ = 0.38–0.49; wrist: κ = 0.31–0.44). For the ML models, classification accuracy for SED and LPA ranged from 83% - 88%, while classification accuracy for MVPA ranged from 68% - 78%. For the CP’s, classification accuracy ranged from 50% - 94% for SED, 19% - 75% for LPA, and 44% - 76.1% for MVPA. ML classification models showed equivalence (within ± 0.5 SD) with directly observed time in SED, LPA, and MVPA. None of the CP’s exhibited evidence of equivalence.ConclusionsUnder free living conditions, ML classification models for hip or wrist accelerometer data provide more accurate assessments of PA intensity in young children than CP methods. The results demonstrate the relative advantage of ML methods over threshold-based approaches and adds to a growing evidence base supporting the feasibility and accuracy of ML accelerometer data processing methods.