Physical Activity In Young Children Research Articles

Preschoolers’ executive functions following indoor and outdoor free play

BackgroundChildren's executive functions develop rapidly during the preschool years and are critical for attending to lessons and meeting classroom expectations. Engaging in periods of outdoor play that have lower regulatory requirements and that provide opportunities for physical activity may help children maintain control over their behavior when they are back in settings with higher regulatory requirements. However, little work has formally examined this proposition in early childhood. MethodsThis study used a quasi-experimental design to examine preschoolers' executive functions following indoor compared to outdoor play. A total of 72 children (mean age = 4.5 years, 46% female, 73% non-Hispanic White) participated in task-based assessments of attention shifting and inhibitory control and in classroom observations of attention and inhibitory control. A subsample of the children (n = 51) was assessed for physical activity using accelerometry to examine the extent to which young children's physical activity during outdoor play predicted their subsequent executive functions better than their physical activity during indoor play. ResultsChildren showed greater attention during classroom circle time following outdoor play compared to after indoor play (d = .34). Children's non-sedentary activity during indoor play was not related to their subsequent task-based executive functions but showed negative associations with their subsequent classroom-based executive functions. Children's percentage of time spent in non-sedentary physical activity during outdoor play showed a quadratic association with subsequent task-based inhibitory control but linear associations with subsequent classroom-based attention and inhibitory control during circle time. ConclusionPeriods of outdoor play that involve recommended amounts of physical activity may help young children engage executive functions when they return to the classroom.

Ernährung und Bewegung im Kleinkindalter

BackgroundA balanced, age-appropriate, sustainable diet, and plenty of physical activity contribute to a healthy development and well-being of young children. An early adaptation of appropriate behavior can positively influence later behavior and thus improve health in the short, medium and long term. The recommendations for action on nutrition and physical activity in young children have been updated and are intended to provide professionals with a reliable basis for counselling of families with young children.MethodsCurrent systematic reviews, meta-analyses, guidelines, and other relevant articles on the topics of nutrition and physical activity in young children (aged 1–3 years), were reviewed by representatives of the professional societies and institutions of the network. They evaluated the scientific evidence and updated the existing recommendations or formulated recommendations for action on some issues for the first time. Sustainability aspects were also taken into account. The process was coordinated by the Healthy Start—Young Family Network.RecommendationsSmall children should have regular mealtimes. They should participate in family meals and eat with other family members as often as possible. Attention to the child’s hunger and satiety signals (responsive feeding) contributes to the development of healthy eating habits. Food should not be used as a reward or punishment. The recommended infant diet includes plenty of plant foods and moderate amounts of animal foods. A vegetarian diet must be carefully matched to the child’s nutritional needs. Young children should be physically active as much as possible, especially outside and in a variety of ways. Parents should support physical activity. Screen devices are not recommended for young children. Parents should provide the child with opportunities for regular rest and sleep. Professionals and families should explore together ways to implement these recommendations in everyday family life.

Parental Influences on Physical Activity and Screen Time among Preschool Children from Low-Income Families in Brazil.

Background: Children from low-middle income countries (LMIC) are disproportionately affected by obesity, and low physical activity (PA) and high screen time (ST) are major contributors. Parents are key influencers on children's PA and ST, yet, no study has investigated relationships between parenting practices and children's PA and ST in LMIC families. This study examined parental influences on PA and ST among preschool-aged children from low-income families in Brazil. Methods: Parents completed a validated, culturally adapted interviewer-administered survey assessing child ST and parenting practices. Child sedentary time, total movement, and energetic play were measured by accelerometery. Results: Data were available on 77 parent-child dyads [mean age 4.6 years (standard deviation = 0.8), 53% male, and 41% mixed-race]. Parenting practices associated with greater PA were use of PA to reward/control behavior (rho = 0.34-0.49), limiting or monitoring ST (rho = 0.30), explicit modeling/enjoyment of PA (rho = 0.24), verbal encouragement for PA (rho = 0.30), and importance and value of PA (rho = 0.24-0.38; p < 0.05). Parenting practices associated with higher ST were rules around active play indoor (rho = 0.23), use of ST to reward/control behavior (rho = 0.30), exposure to screens (rho = 0.40), and explicit modeling/enjoyment of ST (rho = 0.50; p < 0.05). Conclusion: Recognized parenting practices such as explicit modeling of PA and ST, monitoring and limiting ST, and rules and restrictions about PA and ST are associated with young children's PA and ST in low-income Brazilian families. The findings identify potential targets for family-based interventions to promote healthy lifestyle behaviors and prevent childhood obesity.

Promoting glycemic control in young children with type I diabetes: Results from a pilot intervention for parents.

Nutrition and physical activity are key components of daily diabetes care in young children with type I diabetes (T1D). Normative developmental behavioral challenges related to nutrition and physical activity complicate management of T1D. The current pilot study evaluated the feasibility, acceptability, and indications of behavior change of an intervention aimed at improving nutrition and physical activity in young children with T1D. Thirty-6 parents of young children (ages 2-5 years, M = 4.2) with T1D from 2 clinics in the Washington, DC area were randomized to receive the type One Training (TOTs) program or Usual Care (UC). Assessments included recruitment and completion rates, participant acceptability, and outcomes including glycemic variability via continuous glucose monitoring, nutritional intake via remote food photography, physical activity via accelerometers, and parental report on behavior and psychosocial functioning. Despite recruitment challenges, the TOTs program was feasible to administer, with high program and assessment completion rates. Acceptability ratings were very high but differed by recruitment site. Participants randomized to TOTs had an increase in percent of time in target glycemic range and reduction in behavioral feeding problems between baseline and follow-up while those randomized to UC did not. Participants in UC demonstrated a decrease in in moderate to vigorous physical activity at follow-up. The TOTs program demonstrated preliminary feasibility and acceptability. Future research will examine components of treatment for evidence of efficacy and target the intervention to those most likely to benefit. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Association between objectively measured physical activity of parents and children: The 2015 Pelotas birth cohort.

The present study aims to verify the association between objectively measured physical activity (PA) of parents and child in the 2015 Pelotas Birth Cohort, a population-based Brazilian birth cohort. The main exposures were paternal moderate-to-vigorous PA (MVPA) collected when children were 1-year of age, and maternal MVPA when children were 2-years. The outcome was children's overall PA (ENMO in mg) at 4-years of age. PA was measured using wrist-worn ActiGraph accelerometers during seven complete days. Potential confounders were maternal age, maternal and paternal education, and household asset index. Crude and adjusted analyses were performed using linear regressions. Our analytical sample comprised 1326 children with valid accelerometer data and with both parents. Mean child PA was 48.1mg, being higher among boys compared with girls (Boys: 50 mg, 95% CI: 49.1; 50.9; Girls: 46 mg, 95% CI: 45.2; 46.8). Children's PA at 4 years was positively associated with maternal MVPA at age 2 years (p< 0.001) and paternal MVPA at age 1year (p< 0.001). A child with both parents in the highest tertile of unbouted MVPA presented higher overall PA (p= 0.001). Similar results were found for boys; however, for girls, paternal unbouted MVPA was not associated with overall PA. Overall, our results showed a positive impact of maternal and parental PA over 4-year-old children acceleration. These findings could be valuable when planning evidence-based interventions and policies to promote PA in young children, providing a broader perspective over the role of parents over children's behavior.

A Systematic Review of the Relationships Between Physical Activity and Sleep in Early Childhood.

The aim of this systematic review was to examine the associations between physical activity and sleep in children aged less than 6 years. Articles were included if participants were primarily aged less than 6 years and study designs were observational or experimental. Study characteristics were extracted, and the Grading Recommendations Assessment, Development and Evaluation framework was used to assess study quality. Thirty-six studies (16 sleep, 16 physical activity, and three fitness outcomes) from 18 countries reported in 29 articles were included. The majority of sleep and physical activity outcome studies reported mixed effects with very low to low quality of evidence. Fitness outcome studies were limited, and therefore, evidence was insufficient. The high prevalence of mixed and null results could be related to study limitations. Importantly, this review points to the critical need for higher quality studies of sleep and physical activity in young children, which would support health recommendations and intervention strategies for healthier child development.

A descriptive-comparative study to analyse physical activity levels and patterns during structured movement sessions in early childhood education: special focus on the role of teachers

Because teacher behaviour and children’s gender are correlates of young children’s physical activity during structured movement sessions in early years, teachers should develop effective teaching strategies to promote physical activity, with a special focus on girls. Following a descriptive-comparative study, the aims of this research were: (a) to analyse the physical activity levels and patterns during two structured movement sessions under the framework of experiential psychomotricity using accelerometry and direct observation methods; (b) to evaluate the impact of a formalised short intervention that focuses on physical activity during structured movement sessions; and (c) to explore young children’s experience of movement during both sessions using drawings. Our major findings were as follows: (a) the intervention had a positive impact on the physical activity levels and patterns in young girls during a structured movement session; (b) the teacher’s active role during sessions could have a positive impact on the physical activity levels favouring more diverse group compositions, especially with the girls; (c) the graphic representation act as a source of knowledge that help both the teacher and the child to make sense of their movement experience. Our results are useful for understanding how the teacher’s role during experiential psychomotricity could promote physical activity in young children.

Measuring PROMIS® Physical Activity and Sleep Problems in Early Childhood.

Physical activity (PA) and sleep are leading health indicators for individuals of all ages. Monitoring young children's PA and sleep using psychometrically sound instruments could help facilitate timely interventions to promote healthy development. This article describes the development of the PROMIS® Early Childhood (EC) Parent Report Physical Activity (PA) and Sleep Problems (SP) measures for children aged 1-5 years. Item pools were generated by interviewing parents, input from content experts, and literature review. Data from a U.S. general population sample were used to determine factor structures of item pools via factor analytic approaches, estimate item parameters via item response theory (IRT) models, and establish norms. Pearson correlations were used to evaluate across-domain associations. Analysis of variance was used and known-groups' validity of PA and SP by comparing their scores to PROMIS EC Parent Report Global Health: child's physical, emotional, and mental conditions. Initial item pools consisted of 19 and 26 items for PA and SP, respectively. Factor analyses' results supported unidimensionality of 5 and 16 items measuring PA and SP, respectively, which were then calibrated using IRT. Norms were established by centering to a probability-based U.S. general population. Computerized adaptive testing algorithms were established. Some analyses supported initial measure validity. The PROMIS EC PA calibrated scale and SP item banks are user-friendly and brief, yet produce precise scores. Both measures enable psychometrically sound assessment of PA behavior and sleep problems. Future studies to comprehensively evaluate the validity of these two measures are warranted.

Thinking inside the box: The future of young children's physical activity and the home environment

Parrish et al.‘s (2021) investigation of caregiver perceptions of preschoolers' physical activity (PA) within the home environment posits important opportunities for public policy to consider space and available opportunities for PA for preschoolers. This study uncovered qualitative themes on preschoolers' PA in the home, referencing the use of indoor and outdoor spaces, adaptations within the home, interplay between space and caregiving, and variability in child's PA. This work sparks a discussion into the current understanding of the home environment for preschooler PA and future research directions. We propose three main areas to bring forward physical activity and public health research, including 1) role of policies and community (e.g., societal norms) on the home environment and child physical activity, 2) reimagination of the home environment beyond the physical components as a complex system, and 3) advanced measurement of child physical activity using modern technology. Merging these new opportunities with past efforts may help design and facilitate healthier PA and movement patterns for preschoolers now and into the future.

Interventions to Improve Child Physical Activity in the Early Childhood Education and Care Setting: An Umbrella Review.

Early childhood education and care (ECEC) services are a key setting to support improvements in the physical activity of young children. This umbrella review gathered and synthesised systematic review evidence of the effectiveness of interventions in the ECEC setting on the physical activity levels of children aged 0–6. We also mapped the current evidence to the existing ECEC sector-specific physical activity practice recommendations. Five electronic databases were searched to identify systematic reviews that evaluated the impact of any ECEC-based interventions on the physical activity levels (e.g., moderate-to-vigorous physical activity, total physical activity) of children aged 0–6. One reviewer extracted data on intervention effectiveness and quality of the reviews, checked by a second reviewer. Ten reviews were included. Overall, the majority of the reviews found interventions delivered in ECEC improved child physical activity. Across reviews, the impact of six intervention strategies were identified, mapped to four (of eight) broad recommendations (i.e., providing opportunity, offering educator training, educators promoting the benefits of physical activity, creating a physical activity-promoting environment). The impact of the majority of recommendations, however, did not have systematic review evidence. Further investigation of the effectiveness of ECEC-based physical activity strategies is required to demonstrate support for the existing recommended practices.

The effects of a preschool-based intervention for Early Childhood Education and Care teachers in promoting healthy eating and physical activity in young children: A cluster randomised controlled trial.

The need for excess weight gain prevention in disadvantaged young children is widely recognised. Early Childhood Education and Care teachers are potential key actors in early interventions to prevent overweight and obesity. This study examines the effects of a preschool-based intervention for teachers in promoting healthy eating and physical activity in young children. A cluster randomised controlled trial was conducted at 41 preschools in a deprived area of Amsterdam, The Netherlands. The intervention consisted of 2 programmes that were applied in succession: A Healthy Start and PLAYgrounds for TODdlers. The study period was 9 months. Primary outcomes were assessed via questionnaires and included teachers’ knowledge, attitude, food/activity-related practices, and level of confidence in promoting healthy behaviours. Secondary outcomes in this study were teachers’ and children’s BMI (z-score), body composition, dietary intake and physical activity level. Intention-to-treat analyses were performed using linear mixed models. In total, 115 teachers and 249 children (mean age 3.0 (0.2) years) were included. A positive effect on teachers’ knowledge about the Dutch dietary guidelines was found after the programme A Healthy Start (difference = 1.38; 1-sided 95% CL = 0.29; p = 0.02). This effect was not sustained at 9 months (difference = 0.34; 1-sided 95% CL = -0.76; p = 0.31). The overall intervention had a positive effect on 3 of the 5 attitude statements regarding a healthy lifestyle (difference ranged from 0.34 to 0.55) and on the practice scale Activity-related-Modelling (difference = 0.16; 1-sided 95% CL = 0.06; p = 0.01). No intervention effects were observed on food-related practice scales and the level of confidence in promoting healthy behaviours. At this stage, no effects were seen on teachers’ and children’s BMI (z-score). This study contributes to the professional development of Early Childhood Education and Care teachers and addresses the call for interventions to prevent overweight/obesity and to minimise health inequalities in young children.

How to Change Young Children's Physical Activity and Sedentary Behavior: Mechanisms of Behavior Change in the INFANT Cluster Randomized Controlled Trial.

Background: Understanding the mechanisms (mediators) of behavior change is crucial to designing more effective interventions. However, this is rarely reported. This paper investigates the mechanisms that explain the lack of intervention effect on physical activity and the significant effect on television viewing time from an early childhood trial. Methods: Secondary analyses were undertaken of data from a cluster randomized controlled trial. The Melbourne Infant Feeding, Activity and Nutrition Trial (INFANT) was a 15-month group program promoting obesity-protective behaviors from the age of 4 months. Outcomes relevant to the current study were child physical activity (accelerometer), television viewing time (maternal report) and 12 potential mediator scales (maternal report). Linear regression models used the product of coefficients method with a joint significance test. Results: Complete data were from 398 mother-child dyads. Despite weak evidence of an intervention effect on the mother’s physical activity knowledge and optimism, there was no effect on children’s physical activity, and no clear mechanisms were identified. An intervention effect was observed for the mothers’ television knowledge (unstandardized regression coefficient for a path (a) = 0.34, 95% confidence interval (CI95) = 0.22, 0.45), with weak evidence for maternal efficacy (a = 0.11, CI95 = −0.02, 0.24) and the use of television (a = −0.10, CI95 = −0.22, 0.01). The intervention impact on television knowledge explained 75% of the difference between the intervention and control groups in children’s television viewing. Conclusions: In the very early childhood period, as mothers are commencing their parenting journey, improving their behavioral knowledge appears to be the biggest contributor to reducing child television viewing, constituting a relatively simple strategy that could be implemented across clinical and public health settings. In contrast, it remains unclear what mechanisms may increase physical activity levels in this age group.

The reliability and validity of a physical activity and sedentary behaviour home audit tool for children aged 2–5 years

ObjectivesTo test the reliability and validity of a physical activity and sedentary behaviour home environment audit tool for young children (2–5 years old). DesignCross-sectional. MethodsParents of children aged 2–5 years were recruited through online methods (i.e., social media and blogs). Reliability of the SPACES home audit tool was assessed using self-reported surveys (n = 55) completed on two separate occasions, approximately 12 days apart. Validity of the home audit tool was assessed in a separate sample via home observations by researchers conducted after parents completed the self-report survey (n = 21). The audit tool measured indoor and outdoor home environment characteristics hypothesised to influence young children's physical activity and sedentary behaviour. Data were analysed using intraclass correlations (ICCs) and Kappas. ResultsThe majority of items demonstrated acceptable reliability and validity (80.4% and 53.4%, respectively). Size of the child's bedroom showed substantial agreement for reliability (ICC = 0.85), and slight agreement for validity (ICC = 0.23). Physical activity equipment items within the indoor environment showed slight to moderate agreement for reliability (ICC = 0.32–0.68) and slight agreement for validity (ICC = 0.15–0.35). Screen time equipment showed substantial agreement for reliability (ICC = 0.83) and fair for validity (ICC = 0.38). Outdoor items (e.g., backyard size, availability and condition of physical activity equipment, outdoor features) showed substantial agreement for reliability and validity (ICC = 0.84–0.95). ConclusionsThe home audit tool was found to be reliable and valid for many items. This tool could be used in future research to understand the impact of the home environment on young children's physical activity and sedentary behaviour.

Parental Self-Efficacy and Practices in Physical Activity of Young Children with and without Disabilities

Parental Self-Efficacy and Practices in Physical Activity of Young Children with and without Disabilities

Movement skills, perception, and physical activity of young children: A mediation analysis.

Fundamental movement skill proficiency and perceived physical competence have been shown to influence the physical activity of children. However, the mechanisms and patterns of their relationships in early childhood need to be investigated. This study examined the direct and indirect effects of fundamental movement skills and the mediating role of perceived physical competence on the physical activity of young children. Participants were 4- to 6-year-old children (N = 230; 121 girls, 109 boys). Fundamental movement skill components (i.e., locomotor, object control) were measured using the Test of Gross Motor Development-2; perceived physical competence was measured using the physical skills domain of the Pictorial Scale of Perceived Competence for young children; and physical activity was monitored using pedometers over a 5-day period (n = 115). Conditional process analysis was performed to examine mediation. Object control skill proficiency had a significant positive effect on perceived physical competence (B = 0.28, P = 0.02), and a significant positive effect on daily step counts (B = 0.18, P = 0.04). Perceived physical competence had a significant negative effect on daily step counts (B = -0.31, P = 0.003) and mediated the indirect effect of object control skills on daily step counts (B = -0.09, 95% confidence interval: -0.17 to -0.002). Object control skill proficiency had a significant direct effect on physical activity, and perceived physical competence mediates an indirect effect. The findings contribute to the evidence base supporting the development of object control skills as a factor that enables adequate physical activity in young children.

Effects of a teacher training program to promote physically active play among preschoolers with autism spectrum disorders

Wellness Enhancing Physical Activity for Young Children (WE PLAY) is an intervention intended to promote physical activity (PA) among typically-developing preschool children in child care settings. It was adapted for use by teachers who educate children with Autism Spectrum Disorders (ASD). This study used a multiple baseline design across participants to evaluate the impact of WE PLAY-Autism on teachers' PA facilitating behaviors and on the PA levels of children with ASD. Visual analysis and effect size estimates indicated that two of the three teachers increased their PA facilitating behavior, although this was insufficient to demonstrate a functional relation. Children's (n = 5) PA was measured daily during school hours using accelerometry. Visual analysis, which was further supported by effect size calculations, indicated higher average levels of moderate-to-vigorous PA (MVPA) among preschoolers with ASD in the intervention phase (Tau-UA vs. B = 0.53, p < .001, Hedges' g = 0.99, 95% CI [0.56, 1.43]) and post-training phase (Tau-UA vs. B = 0.55, p < .001, Hedges' g = 1.17, 95% CI [0.73, 1.60]) in comparison to the baseline phase. WE PLAY-Autism is an intervention deserving of further investigation given its meaningful impact on the MVPA of preschoolers with ASD paired with its potential for broad implementation in preschools.

A WhatsApp-delivered intervention to promote physical activity in young children with autism spectrum disorder

Objective: The aim of this study was to examine the effects of WhatsApp-delivered physical activities on the physical activity level of children with Autism Spectrum Disorder (ASD). Method: This study used the mixed-method sequential exploratory design that consisted of the quantitative stage and the qualitative stage. The 42 family (parent and child dyads) participated in the study. Families were assigned randomly to an experimental group (n: 21) and a control group (n: 21). Families in the experimental group were engaged in 6 weeks of the WhatsApp-delivered physical activities. The data were collected through Leisure Time Exercise Questionnaire (LTEQ) and Semi-Structured Interview Questions. A two-way mixed ANOVA (2 groups × 2 time points) was used to determine the effects of WhatsApp-delivered physical activities on the physical activity level of children with ASD. Results: After the WhatsApp-delivered physical activities, a significant increase was observed in the physical activity level of children with ASD in the experimental group compared to the control group. Conclusions: The results provided evidence that WhatsApp-delivered physical activities positively affect the physical activity level of children with ASD.

Validity of the Developmental Coordination Disorder Questionnaire’ 07 and Its Association with Physical Activity in Young Children with Developmental Disabilities

OBJECTIVES The purposes of the current study were to examine the construct and predictive validity, and reliability of the developmental coordination disorder questionnaire’ 07 (DCDQ’ 07) for young children with developmental disabilities (DD).METHODS 135 parents of young children with DD completed an online questionnaire which consisted of demographic information, the DCDQ’ 07, and a physical activity behavior questionnaire. A one-way analysis of variance was conducted to evaluate motor difficulties across different types of young children with DD. Exploratory factor analysis and Cronbach’s alpha were used to examine construct validity and reliability of the DCDQ’ 07. Moreover, hierarchical multiple regression analysis was used to examine the association between the DCDQ’ 07 scores and physical activity behaviors in young children with DD.RESULTS The one-way analysis of variance indicated that the DCDQ’ 07 scores were significantly different across different types of young children with DD = 6.66, p &lt;0.001). The exploratory factor analysis revealed a three-factor solution, accounting for 64.34% of the variance of the DCDQ’ 07. Internal consistencies of the three factors were acceptable. One factor, control during movement, was a significant predictor for physical activity behaviors in young children with DD (β = 0.37, p &lt; 0.01).CONCLUSIONS The DCDQ’ 07 may be a reliable and valid measure in examining motor difficulties in young children with DD. To promote physical activity behaviors in young children with DD, teaching and reinforcing motor skills need to be encouraged.

자폐스펙트럼장애유아의 운동기능과 신체활동의 연관성

자폐스펙트럼장애아동의 운동기능은 언어, 행동, 집행기능 같은 다른 필수적 발달과 연관이 있기 때문에 자폐스펙트럼장애아동의 운동기능을 증진 시키는 것은 중요하다. 하지만, 자폐스펙트럼장애아동은 유아기부터 운동기능의 부족을 경험한다. 신체활동이 비자폐스펙트럼장애유아의 운동기능의 영향을 미친다는 연구들이 있지만, 신체활동이 자폐스펙트럼장애유아의 운동기능과 연관이 있는 지는 불명확하다. 따라서 본 연구의 목적은 자폐범주성장애유아의 운동기능과 신체활동의 연관성을 분석하는 것이었다. 자폐스펙트럼장애유아를 양육하고 있는 68명의 부모들이 본 연구에 참여하였다. 자폐스펙트럼장애유아의 부모들은 미국에 있는 장애와 관련된 단체나 지역사회 프로그램을 통해서 모집되었다. 자폐스펙트럼장애유아의 운동기능과 신체활동은 부모들이 평가지를 작성함으로써 측정되었다. 회귀분석 결과, 자폐스펙트럼장애유아의 이동 조정능력(coordination during movement)의 분산은 자폐스펙트럼장애유아의 신체활동에 의해서 12% 설명되었다(p=0.04). 또한, 신체활동은 자폐스펙트럼장애유아의 나이와 부모의 소득을 통제한 뒤 이동 조정능력의 중요한 예측변수였다(β=1.65, p=0.009). 중재 프로그램 전문가들은 자폐스펙트럼장애유아의 운동기능, 특별히 이동 조정능력을 증진시키기 위해서 신체활동을 기회를 제공해야 한다.

An Indoor Physical Activity Area for Increasing Physical Activity in the Early Childhood Education Classroom: An Experience for Enhancing Young Children's Movement

Several aspects of the indoor early childhood education (ECE) environment may be associated with physical activity (PA), including indoor areas. Modifying the indoor physical environment in classrooms could have significant potential to influence PA in young children. However, to our knowledge, PA promotion interventions involving changes to the ECE indoor physical environment have not been empirically implemented or monitored by accelerometry and direct observation. Therefore, the aims of this study were twofold: (a) to evaluate personal, social, and environmental correlates of moderate-vigorous PA (MVPA) in young children during indoor free play time; and (b) to assess the impact of incorporating a physical activity area in an indoor ECE environment on PA patterns during recess and the overall school day. Outcomes were measured at baseline, at 1 week post-intervention, and at 6 weeks’ follow-up. We studied contextual variables such as the presence of others, location, availability of equipment, and gender-based group interactions during indoor free play. It is notable that at 1-week post-intervention, both girls and boys increased their PA levels, but by the 6-week follow-up, the increase in MVPA was significantly higher in boys compared to girls, suggesting that our PA area is not benefitting girls to the same extent as their male counterparts. In addition, at all time points, boys spent more time during recess and overall in MVPA minutes than girls. MVPA is below the recommended levels for this age during the school day, the role of the indoor physical environment and context should be revised.