Physical Activity In Preschoolers Research Articles

Preschool staff and parents’ perceptions of preschool children’s physical activity and fundamental movement skills from an area of high deprivation: a qualitative study

This study investigated preschool staff and parents’ perceptions of preschool children’s physical activity (PA) and fundamental movement skills (FMS), in relation to the environment, facilities, play and barriers to PA. Following institutional ethics approval, semi-structured focus groups were conducted in four preschools, with the inclusion of parents and staff of 2–4-year-old children from North Warwickshire, England. The focus groups consisted of between four and five participants and included both parents and staff. However, focus groups were homogeneous in terms of gender, socio-economic background and predominately homogeneous in ethnic background. Thematic analysis was used to identify key themes and subthemes. Emergent themes included: spacious outdoor environment, the use of climbing frames and outdoor equipment for promoting PA and developing FMS, who was responsible for PA; time, cost, health and safety concerns as barriers to PA and staff training. Findings suggest that preschools provide good opportunities for PA and FMS, especially for preschool children from low socio-economic backgrounds, allowing them access to outdoor exercise and equipment. However, results from the focus groups highlighted a need for more staff training and greater parental involvement in relation to PA and FMS opportunities, to further improve preschool children’s PA levels and develop their FMS. To increase PA and FMS in preschool children, interventions are required which continue with the current levels of PA in preschools, whilst including greater parental involvement and staff training for increasing PA levels and developing FMS.

The influence of extra-curricular physical activities in the development of coordination in pre-school 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.

Effect Of A Physical Activity Intervention On Letter And Number Recognition In Preschoolers

There is considerable evidence that physical activity (PA) may improve some components of cognition and academic performance in preschool-aged children. Increasing PA in an effort to enhance learning in preschoolers may be ideal, particularly as this age group experiences a high rate of cognitive development and neurophysiological change. However, the literature on PA and academic performance related outcomes, such as school readiness skills, in preschoolers is limited. PURPOSE: The purpose of this study was to examine the effects of a 12-week PA intervention on school readiness-related cognitive skills (i.e. letter and number recognition) in preschool children. METHODS: Two preschool centers (n=41 children; 53.6% male; mean±sd: age=4.3±0.7; BMI percentile=52.5±26.3) were randomized to a 12-week preschool-based PA intervention (INT; n=19 children) that incorporated short-bout PA lessons embedded into the Massachusetts Early Learning Standards or a health-tracking control group (CON; n=22). School readiness cognitive skills were assessed by recognition of symbols (i.e. letters and numbers) at baseline and at 12-weeks. Chi square and independent t-tests were used to compare baseline characteristics between groups. The effect of the intervention on letter and number recognition was assessed with repeated measures ANOVA. RESULTS: There were no significant baseline differences between groups. Mean change scores for letter recognition (INT: 3.5±6.8, CON: 5.5±4.9) and number recognition (INT: 0.9±4.3, CON 1.7±2.3) were higher in the CON group compared to the INT group. There was not a significant effect of the intervention on pre- to post-scores. CONCLUSION: The 12-week PA intervention utilized in this study did not elicit a significant improvement in the letter and number recognition of preschoolers. Further research may be valuable to examine the benefits of a preschool PA intervention by utilizing longer intervention periods, additional bouts of academically-tailored PA, and more comprehensive measures of preschool cognitive skills.

Relationship between children's physical activity, sedentary behavior, and childcare environments: A cross sectional study.

The purpose of this study was to investigate the relationship between the childcare environment and physical activity and sedentary behavior of toddlers and preschoolers.A total of 68 toddlers (1.0–2.9 years) and 233 preschoolers (3.0–5.9 years) were recruited from 11 childcare services in 2013 within the Illawarra and Shoalhaven region of NSW, Australia. For this study analysis was conducted in 2016. The childcare environment was assessed using the Environment and Policy Assessment Observation (EPAO) instrument, and childcare services categorized as low, medium, or high based on their scores. Time spent in physical activity and sitting was assessed over one week using activPAL accelerometers. Relationship between EPAO and children's physical activity and sedentary behavior was assessed using multilevel mixed-effects linear regression.Toddlers who attended high EPAO services sat more (8.73 min [− 10.26, 27.73]) and stood less (− 13.64 min [− 29.27, 2.00]) than those who attended low EPAO services. Preschoolers who attended high EPAO services sat less than those in low and medium services (mean [95%CI] = − 7.81 min [− 26.64, 11.02]). Sub-categories of the EPAO that were associated with less time sitting were: sedentary environments for toddlers and portable play equipment for preschoolers.This study extends previous research by identifying differences between toddlers and preschooler's physical activity and sedentary behaviors in relation to childcare environments. A greater understanding of how the childcare environment relates to sitting time for both toddlers and preschool aged children is needed.

Does Preschool Physical Activity and Electronic Media Use Predict Later Social and Emotional Skills at 6 to 8 Years? A Cohort Study

Little is known about the associations of preschoolers' health behaviors with their later psychosocial wellbeing. This study investigates the association of 3- to 5-year-old children's physical activity and electronic media use with their later social-emotional skills (6-8 years). Data were collected in 2008-2009 and 2011-2012 for the Healthy Active Preschool and Primary Years (HAPPY) Study in metropolitan Melbourne. Participants were a random subsample (n = 108) of the 567 children at follow-up. Physical activity was objectively measured using ActiGraph GT1M accelerometers; electronic media use (television viewing, sedentary electronic games and active electronic games) was parent proxy-reported. Social and emotional skills were child-reported using the Bar-On Emotional Quotient Inventory-Youth Version. Regression analyses controlled for sex, clustering by center of recruitment, and accelerometer wear time (for physical activity analyses). Sedentary electronic games were positively associated with intrapersonal and stress management skills and total emotional quotient. Computer/internet use was inversely associated with interpersonal, and positively associated with stress management, skills. Findings suggest that physical activity is not associated with children's psychosocial health while some types of electronic media use are. Future research should investigate the contexts in which preschoolers participate in these behaviors and potential causal mechanisms of associations.

Motor Skills and Free-Living Physical Activity Showed No Association Among Preschoolers in 2012 U.S. National Youth Fitness Survey.

Albeit limited, some emerging work, using convenience-based samples, has demonstrated that greater motor skill development is associated with higher physical activity among preschool-aged children. The purpose of this study was to evaluate this topic using data from the 2012 National Youth Fitness Survey that included 329 preschool-aged children (3-5 years). Parents proxy-reported their child's physical activity, with motor skill level assessed from the Test of Gross Motor Development-Second Edition (TGMD2). Motor skill levels (Gross Motor Quotient, locomotor or object control) were not associated with preschool free-living physical activity in any analytic model. Thus, in this large sample of preschoolers, contrary to research with older children, motor skill level was not associated with physical activity. Findings are discussed in terms of study limitations of (a) a reliance on parent report of children's physical activity levels and (b) the possibility that physical activity data within the national survey were too limited in range to show possible associations to motor skill development with higher levels of free-living physical activity in preschoolers.

Process evaluation of a preschool physical activity intervention using web-based delivery

Background and purposePreschool/childcare settings offer a practical target for physical activity interventions. Online learning programs have the potential for greater public health reach and impact. The SHAPES-Dissemination (SHAPES-D) project adapted the original SHAPES in-person intervention for online delivery to teachers. The purpose of this paper is to describe the implementation monitoring and process evaluation for the SHAPES-D project. MethodsNine preschools with 26 classrooms participated. A total of 41 teachers were trained via online learning to implement the SHAPES-D program in their classrooms. The dose received, completeness, and fidelity of implementation were assessed through website metrics, teacher surveys and interviews, and classroom observations. ResultsDose received was adequate (73%). Observed completeness and physical activity enjoyment fidelity were high (100%), although moderate-to-vigorous physical activity fidelity and social environment fidelity were low (25% each). Overall implementation was high (91%). DiscussionResults indicate that the online method of delivery is viable for dissemination. The online delivery system provides an easy method of monitoring dose received. This may be the first structural intervention to monitor dose received through web metrics. ConclusionThe adaptation of an in-person intervention to an online delivery system increases the potential for dissemination of a successful program to increase physical activity in preschool settings.

Weekday-weekend patterns of physical activity and screen time in parents and their pre-schoolers.

BackgroundThis study focuses on the comparison of weekday/weekend parent-child behavioural patterns (step count (SC) and screen time (ST)) and answers the question of whether achieving the recommendations for daily SC (10,000) in parents also helps their preschool children achieve the recommended daily SC (11,500).MethodsThe participants (278 parents aged 30–45 and their 194 children aged 4–7) were randomly recruited from 10 Czech public kindergartens. The participants recorded SC (pedometer Yamax Digiwalker SW-200) and ST duration (proxy-report) for seven consecutive days (≥8 h/day) during September–October 2014 and April–May 2015. Differences between weekdays/weekends SC or ST were tested using a paired t-test. The odds of achieving the recommended daily SC for children were estimated using general logistic regression separately for weekdays and weekends.ResultsOnly the mothers were found to have a significantly lower SC at weekends than on weekdays. All of the participants showed significantly more ST at weekends than on weekdays (daughters: 78.6 vs. 45.7 min/day, p < 0.001; sons: 78.8 vs. 55.8 min/day; mothers: 93.0 vs. 68.3 min/day; and fathers: 116.6 vs. 87.5 min/day). Daughters and sons were significantly more likely to achieve daily SC recommendation if a) the SC on weekdays during the daily routine in kindergarten exceeded the median of kindergarten SC or b) at weekends if their mother (OR: 9.67, 95 % CI: 3.57–26.23) exceeded 10,000 steps a day.ConclusionsEspecially at weekends, preschoolers have higher odds of meeting the recommended 11,500 steps per day when their mother reaches 10,000 steps per day and this is independent of the amount of parents’ ST. Moreover, physical activity in kindergarten helps preschool children meet the 11,500 recommended steps per day on weekdays. Therefore, interventions to promote physical activity in preschoolers should focus on kindergartens and encourage involvement of their families.

Screen based activity sebagai faktor risiko kegemukan pada anak prasekolah

Background: Obesity in children increased health risk and the high cost of treatment of obesity. Extensive screen based activity (SBA) are sedentary behavior which is contributing to childhood obesity. Objective: to analyze the risk of the duration of SBA with obesity among preschool children in Yogyakarta city. Method: The study design was case-control study between obese and non-obese preschool children. A hundred and one pairs (obese and non-obese) subjects aged 3-5 years old who enrolled in preschools in Yogyakarta was obtained from screening. The school was selected using Probability Proportional to Size method. The case and control were matching by age and gender. Obesity was defined by WHZ-score &gt; 2 SD. Preschool Physical Activity Questionnaire (PrePAQ) was used to collect the information on duration of SBA. Data duration SBA asked at weekdays and weekend. Data was analyzed using t-test and conditional logistic regression test. Results: children duration of SBA at weekend and parents duration of SBA were not statistically associated with obesity occurrence in children (p&gt;0, 05). Obese children spent 48 minutes longer engaged in SBA compared to the non-obese children in weekdays.Conclusion: Children duration of SBA at weekdays could increase the risk of obesity occurrence among preschool children in Yogyakarta

Motor Skill Competence and Physical Activity in Preschoolers: A Review.

Objectives Preschoolers 3-5years of age are in a crucial stage of motor skill competence. While preschoolers develop their motor skill competence through engagement in physical activity, a majority of them fail to meet guideline-recommended physical activity level. This study reviews scientific evidence on the relationship between motor skill competence and physical activity among preschoolers. Methods This systematic review followed the PRISMA framework. Keyword and reference search were conducted in PubMed, Cochrane Library, PsycINFO, Web of Science, and Google Scholar. Inclusion criteria included-age: 3-5years of age; setting: preschool environment (e.g., preschool, childcare, head start); main outcomes: motor skill competence and physical activity; study design: cross-sectional study, case-control study, retrospective cohort study, prospective cohort study, or randomized controlled trial; language: English; and article type: peer-reviewed publication. Results Eleven studies met the inclusion criteria, including 6 randomized controlled trials and 5 cross-sectional studies. Studies were conducted in 5 countries: United States (5), United Kingdom (2), Australia (2), Switzerland (1), and Finland (1). Eight out of the 11 studies included in the review reported a significant relationship between motor skill competence and physical activity. The specific pattern and strength of the relationship tend to differ by gender, physical activity intensity, motor skill type, and day of the week (weekdays versus weekends). Conclusions An association has been consistently documented between motor skill competence and physical activity. Future research is warranted to elucidate the underlining causal link, examine potential heterogeneity, and determine the role of environment in the relationship between motor skill competence and physical activity among preschoolers.

Potentials of physical activity promotion in preschools – an overview of results of an ethnographic observation

This article addresses exemplary differences between preschools with systematic physical activity (PA) programmes and preschools without PA programmes in Germany. Two preschools from each group were visited in the context of a focused ethnographic observation to examine the educational practice, PA and social behaviour of preschool children. The observation showed that children engage in PA in preschool under certain conditions (e.g. a structure providing a wide range of PA offerings that can be selected according to interest). Potentials of PA promotion can also be seen in the areas of rule-teaching and the promotion of self-confidence in children. A structure-providing policy in conjunction with the provision of exercise rooms and the promotion of children’s independence seem to have special influence on the social behaviour of children. Promoting children’s independence serves to strengthen the children’s sense of self-efficacy and may contribute to improving their social skills and reducing the burden on teachers.

Correlates of Objectively Measured Physical Activity in Swiss Preschool Children

Globally, many children engage in insufficient physical activity (PA) to maintain good health. In order to promote PA among children it is essential to understand the factors associated with children’s PA behavior. However, research on the putative influences on young children’s PA is relatively new and has yielded inconsistent results. PURPOSE: To identify correlates of young children’s PA by simultaneously examining an extended set of potential correlates of objectively measured Total and Moderate-to-Vigorous PA (TPA and MVPA, respectively) from multiple domains (demographic and biological, cognitive/emotional, behavioral, social/cultural and physical environment). METHODS: Cross-sectional data were used from the Swiss Preschooler’s Health Study (SPLASHY), a Swiss population-based cohort study. 397 (52% boys) 2- to 6-year old children attending 84 randomly selected childcare centers had valid PA data assessed with accelerometry (ActiGraph) and exposure data collected either by direct measurement or parental questionnaires. After checking for multicollinearity, 35 potential correlates of PA were examined using multilevel linear models. All explanatory variables moderately associated (p<0.1) with TPA and/or MVPA were included in the final model. Variables that remained significant (p<0.05) were considered correlates of TPA and MVPA, respectively. RESULTS: MVPA minutes were greater in boys and increased with age, better gross motor skills and higher activity sub-score of the Emotionality Activity and Sociability temperament survey (EAS-activity). In summer (June-August), children were less active than during the spring and fall months. Similarly, TPA counts were positively associated with age and EAS-activity score, and greater in boys. Children living in a single-parent household as well as those who spent more time outdoors and had a higher number of fixed toys at home were more physically active. CONCLUSIONS: Six correlates of TPA and MVPA, respectively, have been identified in Swiss preschool children, which illustrates that only a few modifiable factors can be tackled in interventions to increase PA in preschoolers.

Relationship between eating behaviors and physical activity of preschoolers and their peers: a systematic review.

ObjectivesChildren learn by observing and imitating others, meaning that their eating behaviors and physical activity may be influenced by their peers. This paper systematically reviews how preschoolers’ eating behaviors and physical activity relate to their peers’ behaviors, and discusses avenues for future research.MethodsSix databases were searched for quantitative, peer-reviewed studies published up to July 2015 reporting on the correlates, predictors or effectiveness of peers on eating behaviors and physical activity in preschoolers. Risk of bias was independently assessed by two evaluators using the Quality Assessment Tool for Quantitative Studies.ResultsThirteen articles were included: six measured physical activity, and seven assessed eating behaviors. Four of the six physical activity studies reported that children were more active when peers were present, while large peer group size was negatively associated with physical activity in two cross-sectional studies. All nutrition interventions reported that children’s eating behaviors may be influenced by their peers.ConclusionsAlthough supported by weak evidence, peers appear to influence children’s eating behaviors and physical activity. However, this influence may be moderated by the number of peers, gender, age and the perceived status of the role models. Future obesity prevention interventions should consider involving peers as agents for positive eating behaviors and physical activity in preschoolers.

Systematic dissemination of a preschool physical activity intervention to the control preschools

For public health interventions to have a meaningful impact on public health, they must be disseminated to the wider population. Systematic planning and evaluation of dissemination efforts can aid translation from experimental trials to larger dissemination programs. The Study of Health and Activity in Preschool Environments (SHAPES) was a group-randomized intervention trial conducted in 16 preschools that successfully increased the physical activity of preschool age children. Following the completion of the research study protocol, the intervention was abbreviated, modified and implemented in four preschools that participated as control preschools in the original research study. The purposes of the current study were to describe the process of refining the intervention for dissemination to the control preschools, and to assess the acceptability of the resulting abbreviated intervention delivery. Five overarching behavioral objectives, informed by process evaluation, data from the original trial and collaboration with intervention teachers, were used to guide the implementation. Teachers in the dissemination classrooms reported high levels of acceptability, potential for sustainability of the program, and positive results in knowledge, skills, and child outcomes. Researchers can include a systematic approach to dissemination of effective intervention elements to the control participants in experimental studies to inform future dissemination efforts and begin to bridge the dissemination gap.

In-school and Out-of-school Physical Activity in Preschool Children.

Little is known about the relationship between children's physical activity (PA) in preschool (in-school) and outside of preschool (out-of-school). This study described this relationship. Participants were 341 children (4.6 ± 0.3 years) in 16 preschools. Accelerometers measured moderate-to-vigorous physical activity (MVPA) and total physical activity (TPA) in-school and out-of-school. In the full sample, Pearson correlation was used to describe associations between in-school and out-of-school PA. In addition, children were categorized as meeting or not meeting a PA guideline during school. MVPA and TPA were compared between the 2 groups and in-school and out-of-school using 2-way repeated-measures analysis of variance. In the full sample, in-school and out-of-school PA were positively correlated for MVPA (r = .13, P = .02) and TPA (r = .15, P = .01). Children who met the guideline in-school remained comparably active out-of-school. However, those who did not meet the guideline were more active out-of-school than in-school. The groups were active at comparable levels while out-of-school. Identical patterns were seen for MVPA and TPA. Children's in-school PA was positively associated with out-of-school PA. Children who did not meet the guideline in-school were more active out-of-school than in-school, suggesting preschool and classroom factors may reduce some children's PA in-school.

A Tale of 2 Teachers: A Preschool Physical Activity Intervention Case Study.

Preschool settings vary greatly, and research has shown that interventions are more successful when they can be adapted to individual settings. This is a descriptive case study of how 2 teachers successfully adapted and implemented a preschool physical activity intervention. The Study of Health and Activity in Preschool Environments (SHAPES) was a 3-year physical activity intervention. A detailed case study of 2 high-implementing teachers was conducted. Multiple data sources included accelerometry, direct observation, teacher surveys, and intervention staff field notes. Teacher A focused on integrating physical activity into a wide range of activities, including parent and community events. Teacher B focused on high-intensity, structured activities. Both teachers supported the intervention, worked closely with intervention staff, and operated their classroom as an autonomous unit with support from their directors. Teacher A provided an average of 31.5, 78.0, and 67.5 min of physical activity opportunity per day of observation during years 1, 2, and 3. Teacher B provided an average of 2.7, 33.5, and 73.3 minutes of physical activity opportunity per day of observation. Successful implementation of physical activity interventions may look different in different contexts; thus, interventions should allow for flexible implementation.

The Child-care Food and Activity Practices Questionnaire (CFAPQ): development and first validation steps.

To develop and validate a questionnaire to measure food-related and activity-related practices of child-care staff, based on existing, validated parenting practices questionnaires. A selection of items from the Comprehensive Feeding Practices Questionnaire (CFPQ) and the Preschooler Physical Activity Parenting Practices (PPAPP) questionnaire was made to include items most suitable for the child-care setting. The converted questionnaire was pre-tested among child-care staff during cognitive interviews and pilot-tested among a larger sample of child-care staff. Factor analyses with Varimax rotation and internal consistencies were used to examine the scales. Spearman correlations, t tests and ANOVA were used to examine associations between the scales and staff's background characteristics (e.g. years of experience, gender). Child-care centres in the Netherlands. The qualitative pre-test included ten child-care staff members. The quantitative pilot test included 178 child-care staff members. The new questionnaire, the Child-care Food and Activity Practices Questionnaire (CFAPQ), consists of sixty-three items (forty food-related and twenty-three activity-related items), divided over twelve scales (seven food-related and five activity-related scales). The CFAPQ scales are to a large extent similar to the original CFPQ and PPAPP scales. The CFAPQ scales show sufficient internal consistency with Cronbach's α ranging between 0·53 and 0·96, and average corrected item-total correlations within acceptable ranges (0·30-0·89). Several of the scales were significantly associated with child-care staff's background characteristics. Scale psychometrics of the CFAPQ indicate it is a valid questionnaire that assesses child-care staff's practices related to both food and activities.

Peer influence on healthy eating and physical activity of preschoolers: A systematic review

Peer influence on healthy eating and physical activity of preschoolers: A systematic review

Physical Activity Measures in the Healthy Communities Study.

The risk of obesity is reduced when youth engage in recommended levels of physical activity (PA). For that reason, public health organizations in the U.S. have encouraged communities to implement programs and policies designed to increase PA in youth, and many communities have taken on that challenge. However, the long-term effects of those programs and policies on obesity are largely unknown. The Healthy Communities Study is a large-scale observational study of U.S. communities that is examining the characteristics of programs and policies designed to promote healthy behaviors (e.g., increase PA and improve diet) and determining their association with obesity-related outcomes. The purpose of this paper is to describe the methods used to measure PA in children and the personal and community factors that may influence it. The study used both self-reported and objective measures of PA, and measured personal, family, and home influences on PA via three constructs: (1) PA self-schema; (2) parental support; and (3) parental rules regarding PA. Neighborhood and community factors related to PA were assessed using three measures: (1) child perceptions of the neighborhood environment; (2) availability of PA equipment; and (3) attributes of the child's street segment via direct observation. School influences on children's PA were assessed via three constructs: (1) school PA policies; (2) child perceptions of the school PA environment; and (3) school outdoor PA environment. These measures will enable examination of the associations between characteristics of community PA programs and policies and obesity-related outcomes in children and youth.

ORGANIZED PHYSICAL ACTIVITY AND HEALTH IN PRESCHOOL AGE: A REVIEW.

The aim of this study was to investigate how organized Physical Activity (oPA) can contribute to the promotion of preschool aged children's health and specifically to health indicators such as adiposity, bone and skeletal health, cardiometabolic health, motor skill development, cognitive development, and psychosocial health. A literature search of interventions aimed at improving health in preschool age was conducted in five electronic databases. Included in the review were only studies meeting the following criteria: published or accepted for publication studies; written in English; intervention with any type of oPA; 2-6 years old participants; pre- and post-objective assessments of the intervention effects; presence of a control group. The majority of studies that met the inclusion criteria (n = 13) considered the effect of oPA on children's motor development, while limited were those which examined the rest of the health indicators--adiposity (n = 4), bone and skeletal health (n = 2), cardiometabolic health (n = 0), cognitive development (n = 2), and psychosocial health (n = 4). The information about how oPA can influence preschoolers' health status, although promising in most cases, was deficient. Questions about the kind, intensity, amount or frequency of physical activity (PA) required so as children's health to be enhanced still remain. Further research into the relationship between oPA and health in preschool age is required in order to draw conclusions enabling the development of efficient PA programmes to promote children's health.