Does the CATCH Early Childhood Program Increase Physical Activity Among Low-Income Preschoolers?—Results From a Pilot Study

2017 ◽  
Vol 32 (2) ◽  
pp. 344-348 ◽  
Author(s):  
Ru-Jye Chuang ◽  
Shreela V. Sharma ◽  
Cheryl Perry ◽  
Pamela Diamond
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Head Start ◽  
Low Income ◽  
Demographic Data ◽  
Intervention Group ◽  
Post Intervention ◽  
Low Income Children ◽  
School Year ◽  
Observation Method

Purpose: To explore whether the physical activity (PA) component of the Coordinated Approach to Child Health Early Childhood (CATCH EC) program helps increasing preschoolers’ PA during active times at preschool. Design: Nonrandomized controlled experimental study. Setting: Head Start centers in Houston, Texas, 2009 to 2010 school year. Participants: A total of 439 preschoolers aged 3 to 5 years (3 intervention centers, n = 220; 3 comparison centers, n = 219). Intervention: The CATCH EC preschool-based teacher-led nutrition and PA program. Measures: Preschoolers’ PA was measured at baseline and postintervention using the System for Observing Fitness Instruction Time–Preschool version, a direct observation method measuring PA at the classroom level. Parent surveys provided demographic data. Analysis: Pre-to-post changes in preschoolers’ PA were examined using the Mann-Whitney U test. Results: Results show a significant decrease in the percentage time preschoolers spent in level 2 PA (low activity) at intervention ( P = .005) and comparison ( P = .041) centers. Indoor vigorous activity increased significantly on an average by +6.04% pre-to-post intervention among preschoolers in the intervention group ( P = .049); no significant change was found in the comparison group. Conclusion: The CATCH EC favorably increased indoor vigorous PA level among low-income children attending Head Start.

scholarly journals The Effect of a 10-Week Physical Activity Programme on Fundamental Movement Skills in 3–4-Year-Old Children within Early Childhood Education Centres

Children ◽  
2021 ◽  
Vol 8 (6) ◽  
pp. 440
Author(s):  
Ajmol Ali ◽  
Claire McLachlan ◽  
Owen Mugridge ◽  
Tara McLaughlin ◽  
Cathryn Conlon ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Intervention Group ◽  
Control Group ◽  
Post Intervention ◽  
Object Control ◽  
Childhood Education ◽  
Movement Skills ◽  
Fundamental Movement Skills

The objective of this study was to examine the effect of a 10-week physical activity (PA) programme, in early childhood education (ECE) settings, on 3 and 4-year-old children’s fundamental movement skills (FMS). A further aim was to examine FMS three-months post-intervention. The PA instructors delivered one 45 min session/week over 10 weeks, to 3- and 4-year-old children (n = 46), across four ECE centres. These sessions involved participation from ECE teachers. Children in the control group (CON; n = 20) received no PA classes and completed pre- and post-intervention assessments only. Locomotor (e.g., running/hopping) and object-control (e.g., kicking/throwing) skills were assessed using the Test for Gross Motor Development-2 (TGMD-2), before and after the intervention and, for the intervention group (EXP), at 3 months. Locomotor and object-control skills significantly improved in the EXP group, with typically no change in the CON group. The EXP group’s locomotor and object-control skills were maintained at 3 months. The 10-week PA intervention successfully improved 3- and 4-year-old children’s FMS.

scholarly journals Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045879
Author(s):  
Bina Ram ◽  
Anna Chalkley ◽  
Esther van Sluijs ◽  
Rachel Phillips ◽  
Tishya Venkatraman ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Cohort Study ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Physical And Mental Health ◽  
School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

scholarly journals Effects of a structured counselling-based intervention to improve physical activity behaviour of adolescents and young adult cancer survivors – the randomized phase II Motivate AYA – MAYA trial

2021 ◽  
pp. 026921552199797
Author(s):  
Jannike Salchow ◽  
Barbara Koch ◽  
Julia Mann ◽  
Julia von Grundherr ◽  
Simon Elmers ◽  
...  
Keyword(s):  
Physical Activity ◽  
Young Adult ◽  
Cancer Survivors ◽  
Intervention Group ◽  
Physical Activity Behaviour ◽  
Post Intervention ◽  
Young Adult Cancer Survivors ◽  
Adult Cancer Survivors ◽  
Young Adult Cancer ◽  
Activity Behaviour

Objective: To explore whether a structured counselling-based intervention increases vigorous physical activity behaviour of adolescent and young adult cancer survivors. Design: Randomized controlled phase II trial. Setting: University Cancer Center Hamburg, Germany. Subjects: Eighty-nine participants (mean age 24.1 ± 6.3) were randomized to control ( n = 44) or intervention group ( n = 45). Interventions: The intervention group was consulted about physical activity behaviour via interview (week 0), and telephone counselling (weeks 1, 3 and 12). The control group only received general physical activity guidelines for cancer survivors (week 0). Main measures: The primary outcome was the rate of participants with ⩾9 metabolic equivalent (MET)-hours per week of vigorous activity post-intervention, measured with the International Physical Activity Questionnaire. Secondary outcomes included assessing physical activity behaviour (e.g. amount and type of physical activity) and quality of life. Assessments were completed in weeks 0 (baseline), 12 (post-intervention) and 52 (follow-up). Results: Sixty-nine participants completed the post-intervention- and 47 the follow-up-assessment. The rate of participants performing vigorous physical activity increased from baseline to post-intervention for both without differing significantly ( P = 0.541). Both increased their total metabolic equivalent from baseline to post-intervention (intervention group from 55.2 ± 43.7 to 61.7 ± 29.4, control group from 75.3 ± 81.4 to 88.3 ± 80.2). At follow-up the intervention group (73.7 ± 80.2) was more active than baseline when compared to the control group (78.5 ± 50.0). Conclusions: A structured counselling-based physical activity intervention did not significantly impact the level of vigorous physical activity behaviour in adolescent and young adult cancer survivors.

The Physical Activity Environment among Rural, Low-Income Children

2015 ◽  
Vol 2 (6) ◽  
pp. 461-469
Author(s):  
Megan S. Patterson ◽  
Ann O. Amuta ◽  
E.J. Lisako McKyer ◽  
Sharon L. McWhinney ◽  
Corliss W. Outley ◽  
...  
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Physical Activity Environment ◽  
Low Income Children

scholarly journals Reconceptualizing Assistance for Young Children of Color With Disabilities in an Inclusion Classroom

2021 ◽  
Vol 41 (1) ◽  
pp. 57-68
Author(s):  
Soyoung Park ◽  
Sunmin Lee ◽  
Monica Alonzo ◽  
Jennifer Keys Adair
Keyword(s):  
Early Childhood ◽  
Head Start ◽  
Young Children ◽  
Medical Model ◽  
Surveillance Culture ◽  
Children Of Color ◽  
School Year ◽  
Child Centered ◽  
Medical Model Of Disability ◽  
Inclusion Classroom

In this article, we draw on DisCrit to critically analyze how a group of early childhood educators approached assistance with young children of color with disabilities in a Head Start inclusion classroom. Using examples from data collected over one school year, we demonstrate how child-centered assistance advances justice for young children of color with disabilities who are often subjected to a surveillance culture in schools. We critique assistance that aligns with the medical model of disability and aims to change young children of color with disabilities to conform to ableist, racist expectations of schooling. We offer examples of assistance practices that contrastingly aim to support young children of color with disabilities to pursue their own interests and purposes. Through these counterstories, we reconceptualize assistance as a practice that can support young children of color with disabilities to be more fully themselves.

Head Start: Making a Popular Program Work

PEDIATRICS ◽  
1987 ◽  
Vol 79 (3) ◽  
pp. 440-441
Author(s):  
DOUGLAS J. BESHAROV ◽  
TERRY W. HARTLE
Keyword(s):  
Head Start ◽  
School Performance ◽  
Low Income ◽  
Annual Cost ◽  
Safety Net ◽  
Learning Ability ◽  
Future Prospects ◽  
Disadvantaged Children ◽  
Low Income Children ◽  
Poor Children

Head Start, the federal government's preschool program for low-income children, is one of the nation's most popular domestic initiatives. In 1980, President Carter praised it as "a program that works." President Reagan included Head Start in the "safety net" and has presided over a substantial funding increase. Head Start began in 1965 as a 6-week summer experiment in using child development services to improve the future prospects of disadvantaged children. It quickly became a full year program. Now, 20 years old, it serves about 450,000 children, at an annual cost of more than $1 billion. The program's popularity is based on the widespread impression that it lifts poor children out of poverty by improving their learning ability and school performance.

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