Sedentary Behaviour In Preschool Children Research Articles

Physical Activity and Sedentary Behaviour in Croatian Preschool Children: A Population-Based Study

This study aimed to determine the differences in physical activity and sedentary behaviour in preschool children living in different geographical regions. Preschool children (N=1625) and their parents from different parts of Croatia, from urban and rural settlements, participated in this cross-sectional, population-based study. Parents completed the Netherlands Physical Activity Questionnaire (NPAQ), a measure of physical activity and sedentary behaviour in children. The main results of this study show differences in physical activity and sedentary behaviour in preschool children living in four geographical regions in Croatia (F=4.45; p<0.01). The least physically active are children from a continental area that gravitates to the capital city, while the most active are children from a southern coastal region. Sedentary behaviour is the greatest in the rural eastern Croatian continental region. Higher physical activity and lower sedentary activities in young children living in coastal compared to continen- tal regions show possible specific advantages of Mediterranean climate in general. The practical importance of information obtained in this study is a need for a specific intervention strategy for improving physical activity in continental preschool institutions.

Levels, factors and interventions of preschool children physical activity: a systematic review.

The goal of this study was to complete a systematic review of research on the occurrence the levels of physical activity (PA), forms of intervention and factors associated with this practice among preschool children. Studies published in the period between 2006 and 2016 were investigated, using the PubMed and SPORTDiscus databases. The search terms identified 177 articles, of which 41 met the inclusion criteria. Goals, methodologies and results were analysed. The studies used various cut-off points to establish the desired level of PA, along with different types of interventions. Overall, the problem of low level of PA among preschool children appears to be increasing. Involvement and participation of parents and teachers, guidance from booklets and other information sources, parent instruction and availability of extracurricular activities were considered positive factors that tended to increase children's PA levels, whereas parental obesity was a negative factor. New studies to define sedentary behaviour in preschool children are required to clarify the nature of this problem, along with the establishment of prevention programmes with ecological design aimed at schools, families and other sectors of society.

Parent Coaching dan Aktivitas Berbasis Layar sebagai Bentuk Sedentary Behaviour pada Anak Pra Sekolah

Screen-based behavior which is part of sedentary behavior arises due to various facilities from the development of science and technology. This has various impacts on growth and development in children, so it is necessary to apply parent coaching. The purpose of this study was to determine the effect of parent coaching on sedentary behavior in pre-school children. This research uses quasy experimental design with a pre testpost test approach. The sample in this study were 45 respondents taken using the Purpossive Sampling Technique. This research was conducted at TK ABA III Pare Kediri. Researchers identified inactivity before and after the parent coaching intervention was given. This study uses a bivariate paired t test analysis. The results of the analysis showed a p value of 0,000 which means that there is an influence between parent coaching on impaired behavior in pre-school children.

Is There an Association Among Actual Motor Competence, Perceived Motor Competence, Physical Activity, and Sedentary Behavior in Preschool Children?

The purpose is to explore relationships among moderate to vigorous physical activity (MVPA), sedentary behavior (SB), and actual gross motor competence (MC) and perceived motor competence (PMC) in young children. Data were collected in 101 children (M age = 4.9 ± 0.93 years). MVPA was measured with accelerometry. Gross MC was assessed with the Portuguese version of the Movement Assessment Battery for Children. PMC was evaluated with the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Regressions were used to determine predictive relationships related to the following research questions: (a) Can gross MC predict perceived motor competence, (b) can actual and perceived gross MC predict MVPA, and (c) can actual and perceived gross MC predict SB? Results showed no association between gross MC and PMC and between these constructs and MVPA and SB. This lack of association in the early ages is probably due to the young children’s cognitive inability to make accurate self-judgments and evaluations. A child might have low levels of actual gross MC but perceive her- or himself as skillful.

School environment, sedentary behavior and physical activity in preschool children

ObjectiveTo analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors. Methods370 preschoolers, aged 4–6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression. ResultsAt school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6–90.9%), followed by light (4.6–7.6%), moderate (1.3–3.0%) and vigorous (0.5–2.3%) physical activity. The indoor recreation room (OR 0.20, 95%CI 0.05–0.83) and the playground (OR 0.08, 95%CI 0.00–0.80) protect four-year-old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR 0.20, 95%CI 0.00–0.93) in five-year-old children. The indoor recreation room (OR 1.54, 95%CI 1.35–1.77), the playground (OR 2.82, 95%CI 1.14–6.96) and the recess (OR 1.54, 95%CI 1.35–1.77) are factors that increase the chance of six-year-old schoolchildren to be active. ConclusionsThe school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children.

Ambiente escolar, comportamento sedentário e atividade física em pré‐escolares

ObjectiveTo analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors. Methods370 preschoolers, aged 4 to 6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression. ResultsAt school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6%‐90.9%), followed by light (4.6%‐7.6%), moderate (1.3%‐3.0%) and vigorous (0.5%‐2.3%) physical activity. The indoor recreation room (OR=0.20; 95%CI 0.05 to 0.83) and the playground (OR=0.08; 95%CI 0.00 to 0.80) protect four‐year‐old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR=0.20; 95%CI 0.00 to 0.93) in five‐year‐old children. The indoor recreation room (OR=1.54; 95%CI 1.35 to 1.77), the playground (OR=2.82; 95%CI 1.14 to 6.96) and the recess (OR=1.54; 95%CI 1.35 to 1.77) are factors that increase the chance of six‐year‐old schoolchildren to be active. ConclusionsThe school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children.

Sedentary Behavior in Preschoolers: How Many Days of Accelerometer Monitoring Is Needed?

The reliability of accelerometry for measuring sedentary behavior in preschoolers has not been determined, thus we determined how many days of accelerometry monitoring are necessary to reliably estimate daily time spent in sedentary behavior in preschoolers. In total, 191 and 150 preschoolers (three to five years) wore ActiGraph accelerometers (15-s epoch) during the in-school (≥4 days) and the total-day (≥6 days) period respectively. Accelerometry data were summarized as time spent in sedentary behavior (min/h) using three different cutpoints developed for preschool-age children (<37.5, <200, and <373 counts/15 s). The intraclass correlations (ICCs) and Spearman-Brown prophecy formula were used to estimate the reliability of accelerometer for measuring sedentary behavior. Across different cutpoints, the ICCs ranged from 0.81 to 0.92 for in-school sedentary behavior, and from 0.75 to 0.81 for total-day sedentary behavior, respectively. To achieve an ICC of ≥0.8, two to four days or six to nine days of monitoring were needed for in-school sedentary behavior and total-day sedentary behavior, respectively. These findings provide important guidance for future research on sedentary behavior in preschool children using accelerometry. Understanding the reliability of accelerometry will facilitate the conduct of research designed to inform policies and practices aimed at reducing sedentary behavior in preschool children.

Right From the Start: Promotion of Health-Related Physical Activity in Preschoolers

A growing body of literature has confirmed the health benefits of regular physical activity in school-aged youth. However, less systematic attention has been directed toward establishing activity profiles and evaluating the impact of community-based interventions designed to increase physical activity and reduce sedentary behavior in preschool children. In this paper, current findings are reviewed to determine whether preschoolers are achieving sufficient levels of structured and unstructured physical activity and to identify potential correlates of activity and sedentary behavior in the young child. In addition, promotion of physical activity among preschool-aged children in selected community settings is discussed and future research initiatives are highlighted. Given current trends in the overweight and obesity status of children aged two to five years, efforts aimed at increasing physical activity levels and documenting gains in health-related fitness and movement skillfulness in this pediatric population should be accelerated.

Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools

BackgroundThis study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools.MethodsThe participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as <200 counts/15-second. The accelerometry data were summarized into the average minutes per hour spent in sedentary behavior during the in-school, the after-school, and the total-day period. Mixed linear regression models were used to determine differences in the average time spent in sedentary behavior between children attending traditional and Montessori preschools, after adjusting for selected potential correlates of preschoolers’ sedentary behavior.ResultsChildren attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03), after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04), and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009) periods. School type (Montessori or traditional), preschool setting (private or public), socio-demographic factors (age, gender, and socioeconomic status) were found to be significant predictors of preschoolers’ sedentary behavior.ConclusionsLevels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.

Comparison of three measurement tools in assessing sedentary behaviour in preschool children

Comparison of three measurement tools in assessing sedentary behaviour in preschool children

Comparison of Accelerometry Cut Points for Physical Activity and Sedentary Behavior in Preschool Children: A Validation Study

This study compared accelerometry cut points for sedentary behavior, light and moderate to vigorous intensity activity (MVPA) against a criterion measure, the Children's Activity Rating Scale (CARS), in preschool children. Actigraph accelerometry data were collected from 31 children (4.4 ± 0.8 yrs) during one hour of free-play. Video data were coded using the CARS. Cut points by Pate et al., van Cauwenberghe et al., Sirard et al. and Puyau et al. were applied to calculate time spent in sedentary, light and MVPA. Repeated-measures ANOVA and paired t tests tested differences between the cut points and the CARS. Bland and Altman plots tested agreement between the cut points and the CARS. No significant difference was found between the CARS and the Puyau et al. cut points for sedentary, light and MVPA or between the CARS and the Sirard et al. cut point for MVPA. The present study suggests that the Sirard et al. and Puyau et al. cut points provide accurate group-level estimates of MVPA in preschool children.

Parenting style associated with sedentary behaviour in preschool children

There is an absence of studies exploring the relationship between parental style and sedentary behaviour in preschool-aged children. Given the link between parenting style and other health behaviours, and given that preschool children engage in relatively high levels of sedentary behaviour, this study's purpose was to examine if a preschool child's time spent in sedentary activity (i.e. ‘screen-based’ media viewing and quiet play) differed by parenting style and if the behaviour differed between weekdays and weekends. Results showed that parenting style significantly differed for screen-viewing on weekdays (p = 0.004, η 2 = 0.07) and weekends (p = 0.003, η 2 = 0.07), with preschool children of parents employing an authoritative parenting style engaging in the least amount of screen-time. No differences were observed for quiet play. In addition, the authoritative parenting style was a significant predictor of screen-based viewing on weekdays (β = −0.21, p = 0.01) and weekends (β = −0.26, p = 0.002). These preliminary results suggest an association between parenting style and ‘screen-time’ in preschool children.

Comparison of Actical and activPAL measures of sedentary behaviour in preschool children

ObjectivesThe purpose of this study was to examine the convergent validity of the Actical and activPAL to measure sedentary behaviour (SB) and non-SB in preschoolers in a free-living environment. DesignA convenience sample of 49 preschoolers (22 boys; 4.0±0.5 years) from six early childhood centres in Auckland, New Zealand were included in data analysis. MethodsParticipants wore a hip-mounted Actical and a thigh-mounted activPAL accelerometer simultaneously during centre attendance for one day and data were collected in 15s epochs. Bland–Altman tests were used to assess differences in group mean minutes and percentage of time in (non-)SB between both monitors. Agreement between binary coded (SB vs. non-SB) 15s-by-15s Actical and activPAL data was evaluated by calculating percentage agreement and κ statistic. ResultsThe monitors were worn on average for 294.8±46.3min resulting in a total of 57,780 15s epochs. Bland–Altman tests suggested a small group mean difference in (non-)SB (1.3min; 0.1%) and a wide prediction interval (121.3min; 39.2%). No obvious systematic bias was observed in the Bland–Altman plot. Percentage agreement between the 15s-by-15s Actical and activPAL data of all participants was 73.0% (inter-child range: 36.8–93.8%). The κ statistic showed moderate agreement with a value of 0.46 (95% CI: 0.45–0.47). ConclusionsAlthough the group mean estimate of (non-)SB was similar between the Actical and activPAL, the output of both monitors cannot be considered convergent as meaningful random disagreement was found between both monitors.

Patterns of physical activity and sedentary behaviour in preschool children.

BackgroundLittle is known about patterns of sedentary behavior (SB) and physical activity among preschoolers. Therefore, in this observational study patterns of SB and moderate-to-vigorous physical activity (MVPA) were examined in detail throughout the week in preschool-aged boys and girls.MethodsA sample of 703 Melbourne preschool children (387 boys; 4.6 ± 0.7 y) were included in data analysis. SB and MVPA data were collected using accelerometry over an eight-day period. Percentage of time per hour in SB and in MVPA between 08:00 h and 20:00 h was calculated. Multi-level logistic regression models were created to examine the hour-by-hour variability in SB and MVPA for boys and girls across weekdays and weekend days. Odds ratios (OR) were calculated to interpret differences in hour-by-hour SB and MVPA levels between boys and girls, and between weekdays and weekend days.ResultsThe highest SB levels co-occurred with the lowest MVPA levels from the morning till the early afternoon on weekdays, and during the morning and around midday on weekends. Besides, participation in SB was the lowest and participation in MVPA was the highest from the mid afternoon till the evening on weekdays and weekend days. The variability across the hours in SB and, especially, in MVPA was rather small throughout weekdays and weekends. These patterns were found in both boys and girls. During some hours, girls were found to be more likely than boys to demonstrate higher SB levels (OR from 1.08 to 1.16; all p < 0.05) and lower MVPA levels (OR from 0.75 to 0.88; all p < 0.05), but differences were small. During weekends, hour-by-hour SB levels were more likely to be lower (OR from 0.74 to 0.98; all p < 0.05) and hour-by-hour MVPA levels were more likely to be higher (OR from 1.15 to 1.50; all p < 0.05), than during weekdays, in boys and girls.ConclusionEntire weekdays, especially from the morning till the early afternoon, and entire weekend days are opportunities to reduce SB and to promote MVPA in preschool-aged boys and girls. Particularly weekdays hold the greatest promise for improving SB and MVPA. No particular time of the week was found where one sex should be targeted.

Objective Measurement of Habitual Sedentary Behavior in Pre-School Children: Comparison of Activpal With Actigraph Monitors

The Actigraph is well established for measurement of both physical activity and sedentary behavior in children. The activPAL is being used increasingly in children, though with no published evidence on its use in free-living children to date. The present study compared the two monitors in preschool children. Children (n 23) wore both monitors simultaneously during waking hours for 5.6d and 10h/d. Daily mean percentage of time sedentary (nontranslocation of the trunk) was 74.6 (SD 6.8) for the Actigraph and 78.9 (SD 4.3) for activPAL. Daily mean percentage of time physically active (light intensity physical activity plus MVPA) was 25.4 (SD 6.8) for the Actigraph and 21.1 (SD 4.3) for the activPAL. Bland-Altman tests and paired t tests suggested small but statistically significant differences between the two monitors. Actigraph and activPAL estimates of sedentary behavior and physical activity in young children are similar at a group level.

The influence of socioeconomic position and parental rules on sedentary behaviour in preschool children

A sample of 1403 participants (674 females and 729 males) was available for analysis. Data for BMI, physical fitness and activity, sedentary behaviour, socioeconomic status, motor competence, diet, self concept, and the school environment were used to develop exploratory structural equation models (AMOS, SPSS) at 6, 8, 10 and 14 years. The interrelationships between physical activity and sedentary behaviours changed across models at 6 years ( 2 (df = 22) = 25.036, p = .295), 8 years ( 2 (df = 32) = 33.326, p = .403), 10 years ( 2 (df = 40) = 47.820, p = .185) and 14 years ( 2 (df = 57) = 59.487, p = .385), withmotor competence becoming important at adolescence. The relationship between screen time and physical activity as predictors of BMI was complex, and changed between 6, 8, and 10 years. By 14 years of age motor competency, aerobic fitness and physical activity were highly interrelated and together predicted BMI. These exploratory analyses also identified that diet, the school environment, self-concept, and the valuing of physical activity were not important for BMI. Significant differences in pathways were also found between males and females. For example, the pathway between income and screen time was significant for males, but not females at age 14 years. Interrelationships among obesogenic factors are complex, dynamic and individualised. Their influence on BMI operates in both direct and indirect ways and changes with age between 6 and 14 years. Interventions for obesity must consider age and gender specific differences in pathways and mechanisms.

Correlates of sedentary behaviours in preschool children: a review.

BackgroundSedentary behaviour has been linked with a number of health outcomes. Preschool-aged children spend significant proportions of their day engaged in sedentary behaviours. Research into the correlates of sedentary behaviours in the preschool population is an emerging field, with most research being published since 2002. Reviews on correlates of sedentary behaviours which include preschool children have previously been published; however, none have reported results specific to the preschool population. This paper reviews articles reporting on correlates of sedentary behaviour in preschool children published between 1993 and 2009.MethodsA literature search was undertaken to identify articles which examined correlates of sedentary behaviours in preschool children. Articles were retrieved and evaluated in 2008 and 2009.ResultsTwenty-nine studies were identified which met the inclusion criteria. From those studies, 63 potential correlates were identified. Television viewing was the most commonly examined sedentary behaviour. Findings from the review suggest that child's sex was not associated with television viewing and had an indeterminate association with sedentary behaviour as measured by accelerometry. Age, body mass index, parental education and race had an indeterminate association with television viewing, and outdoor playtime had no association with television viewing. The remaining 57 potential correlates had been investigated too infrequently to be able to draw robust conclusions about associations.ConclusionsThe correlates of preschool children's sedentary behaviours are multi-dimensional and not well established. Further research is required to provide a more comprehensive understanding of the influences on preschool children's sedentary behaviours to better inform the development of interventions.

Physical activity, sedentary behaviour and energy balance in the preschool child: opportunities for early obesity prevention

Prevalence of obesity in preschool children has increased dramatically in recent years. The preschool years (age 3-6 years) have been regarded as critical for the programming of energy balance, via the concept of early 'adiposity rebound'. Children who undergo early adiposity rebound are at increased risk of later obesity. Recent evidence suggests that associations between timing of adiposity rebound and later obesity may not reflect programming, but might denote that 'obesogenic' growth trajectories are often established by the preschool period. Studies of objectively-measured physical activity and sedentary behaviour in preschool children show that levels of physical activity are typically low and sedentary behaviour high. The review of evidence presented here is supportive of the hypothesis that physical activity is protective against obesity in the preschool period, and that sedentary behaviour, particularly television viewing, is obesogenic. Definitive evidence on dose-response relationships between physical activity, sedentary behaviour and obesity remain unclear. Dose-response evidence could be obtained fairly readily by intervention and longitudinal observational studies that use accelerometry in preschool children. The generalisability of much of the evidence base is limited and there is a need for research on the influence of physical activity and sedentary behaviour in the preschool years in the aetiology of obesity in the developing world.