The effect of different environmental conditions on the physical activity of preschool children in Estonia

The purpose of the study is to investigate the effect of different environmental conditions on the physical activity of preschool children. The experiment took place in Estonian childcare centre during the free playtime. Fifteen children aged 6–7 years from childcare centre participated in the research. Physical activity was measured using pedometers Fitbit Zip™. Results show that in comparison to the usual free play the physical activity of children increased statistically significantly by 83% when background music was played, by 50% when sport equipment was provided and by 101% when both environmental conditions were combined. It was found that compared to the usual free play, children’s activity increased the least when only sport equipment was provided, while children’s activity increased more when background music was played and increased the most when music with sport equipment was combined. Physical activity did not differ when only background music and music with sport equipment were used. It can be summarised that the background music and opportunity to use portable sport equipment increases the physical activity of children during free play. Background music has greater impact on the activity than portable sport equipment. Children’s physical activity can be effectively increased in childcare centre by using simple modifications such as background music and portable sport equipment during free play.

Advances in Early Childhood and K-12 Education - Physical Education Initiatives for Early Childhood Learners ◽

Policies and Practices to Promote Physical Activity

10.4018/978-1-7998-7585-7.ch017 ◽

2021 ◽

pp. 306-321

Author(s):

Linda Saraiva ◽

Fernando Santos ◽

Ana Ferreira ◽

César Sá

Keyword(s):

Physical Activity ◽

Preschool Children ◽

Pilot Study ◽

Motor Development ◽

Preschool Education ◽

Policy Assessment ◽

Program Staff ◽

Observation Instrument ◽

This chapter presents a pilot study that sought to examine the practices and policies that can encourage children's physical activity in preschool settings located at Viana do Castelo, Portugal. The Environment and Policy Assessment and Observation instrument was used to measure the quality of the physical activity environment. The findings show that preschool settings present multiple limitations that may hinder children's physical activity and motor development. It should also be noted that policies are practically non-existent as there is a clear absence of physical activity content within the guiding documents in preschool education contexts. Further, there were no education opportunities provided to program staff. It is paramount to engage policymakers and other stakeholders in discussions that provide quality environments to encourage physical activity among preschool children.

Calibration and Evaluation of an Objective Measure of Physical Activity in Preschool Children

10.1123/jpah.2.3.345 ◽

2005 ◽

Vol 2 (3) ◽

pp. 345-357 ◽

Cited By ~ 139

Author(s):

John R. Sirard ◽

Stewart G. Trost ◽

Karin A. Pfeiffer ◽

Marsha Dowda ◽

Russell R. Pate

Keyword(s):

Physical Activity ◽

Preschool Children ◽

Interobserver Reliability ◽

Objective Measure ◽

Preschool Age ◽

Physical Activity Intensity ◽

Activity Intensity ◽

Preschool Age Children ◽

Trained Observers ◽

Background:The purposes of this study were 1) to establish accelerometer count cutoffs to categorize activity intensity of 3 to 5-y old-children and 2) to evaluate the accelerometer as a measure of children’s physical activity in preschool settings.Methods:While wearing an ActiGraph accelerometer, 16 preschool children performed five, 3-min structured activities. Receiver Operating Characteristic (ROC) curve analyses identified count cutoffs for four physical activity intensities. In 9 preschools, 281 children wore an ActiGraph during observations performed by three trained observers (interobserver reliability = 0.91 to 0.98).Results:Separate count cutoffs for 3, 4, and 5-y olds were established. Sensitivity and specificity for the count cutoffs ranged from 86.7% to 100.0% and 66.7% to 100.0%, respectively. ActiGraph counts/15 s were different among all activities (P < 0.05) except the two sitting activities. Correlations between observed and ActiGraph intensity categorizations at the preschools ranged from 0.46 to 0.70 (P < 0.001).Conclusions:The ActiGraph count cutoffs established and validated in this study can be used to objectively categorize the time that preschool-age children spend in different physical activity intensity levels.

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

10.1123/jpah.2015-0245 ◽

2016 ◽

Vol 13 (6) ◽

pp. 606-610 ◽

Cited By ~ 13

Author(s):

Jennifer R. O’Neill ◽

Karin A. Pfeiffer ◽

Marsha Dowda ◽

Russell R. Pate

Keyword(s):

Physical Activity ◽

Preschool Children ◽

Repeated Measures ◽

Vigorous Physical Activity ◽

Pearson Correlation ◽

Full Sample ◽

Repeated Measures Analysis ◽

The Relationship ◽

Children’S Physical Activity ◽

Out Of School

Background: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.Methods: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.Results: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.Conclusions: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.

Structure of Physical Activity Opportunities Contribution to Children’s Physical Activity Levels in After-School Programs

10.1123/jpah.2018-0288 ◽

2019 ◽

Vol 16 (7) ◽

pp. 512-517 ◽

Cited By ~ 1

Author(s):

Jessica L. Chandler ◽

Keith Brazendale ◽

Clemens Drenowatz ◽

Justin B. Moore ◽

Xuemei Sui ◽

...

Keyword(s):

Physical Activity ◽

Repeated Measures ◽

Free Play ◽

After School Programs ◽

Mixed Effects Models ◽

After School ◽

Activity Levels ◽

Significant Difference ◽

School Programs ◽

Background: The primary purpose of this study was to determine which physical activity (PA) opportunity elicits the most moderate to vigorous PA (MVPA) in after-school programs. This study used a 3-group cross-over design in which participants were exposed to 3 variations of activity structures: free play, organized, or a mixture. Methods: PA was measured using ActiGraph GT3X+ accelerometers. All data were transformed into percentage of time spent sedentary or in MVPA. Repeated-measures mixed-effects models were used to examine differences in MVPA and sedentary among the 3 activity sessions. Participants included 197 unique children, aged 5–12 years, and were 53% male and 55% white. Results: Statistically significant differences were observed in the percentage of time boys spent in MVPA during free play and mixed compared with organized only sessions (35.8% and 34.8% vs 29.4%). No significant difference was observed in the percentage of time girls spent in MVPA during free play compared with organized or mixed (27.2% and 26.1% vs 26.1%). Both boys and girls experienced ∼10% less time sedentary during free play compared with the others. Conclusion: Offering free play during PA opportunities can help children attain as much if not more MVPA compared with only offering organized, adult-led games.

Cross-sectional and Longitudinal Associations Between Parents’ and Preschoolers’ Physical Activity and Television Viewing: The HAPPY Study

10.1123/jpah.2015-0136 ◽

2016 ◽

Vol 13 (3) ◽

pp. 269-274 ◽

Cited By ~ 17

Author(s):

Gavin Abbott ◽

Jill Hnatiuk ◽

Anna Timperio ◽

Jo Salmon ◽

Keren Best ◽

...

Keyword(s):

Physical Activity ◽

Cohort Study ◽

Preschool Children ◽

Television Viewing ◽

Tv Viewing ◽

Cross Sectional ◽

Parental Modeling ◽

Mothers And Fathers ◽

Longitudinal Associations ◽

Background:Parental modeling has been shown to be important for school-aged children’s physical activity (PA) and television (TV) viewing, yet little is known about its impact for younger children. This study examined cross-sectional and 3-year longitudinal associations between PA and TV viewing behaviors of parents and their preschool children.Methods:In 2008–2009 (T1), parents in the Healthy Active Preschool and Primary Years (HAPPY) cohort study (n = 450) in Melbourne, Australia, self-reported their weekly PA and TV viewing and proxy-reported their partner’s PA and TV viewing and their 3- to 5-year-old preschool child’s TV viewing. Children’s PA was assessed via accelerometers. Repeat data collection occurred in 2011–2012 (T2).Results:Mothers’ and fathers’ PAs were associated with PA among preschool girls at T1, but not boys. Parents’ TV viewing times were significant correlates of girls’ and boys’ TV viewing at T1. Longitudinally, mothers’ PA at baseline predicted boys’ PA at T2, whereas sex-specific associations were found for TV viewing, with mothers’ and fathers’ TV viewing at T1 associated with girls’ and boys’ TV viewing respectively at T2.Conclusions:The PA and TV viewing of both parents are significantly associated with these behaviors in preschool children. The influence of the sex-matched parent appears to be important longitudinally for children’s TV viewing.

Comparison of Accelerometer-Based Cut-Points for Children’s Physical Activity: Counts vs. Steps

Children ◽

10.3390/children5080105 ◽

2018 ◽

Vol 5 (8) ◽

pp. 105 ◽

Cited By ~ 3

Author(s):

Cheryl Howe ◽

Kimberly Clevenger ◽

Ryann Leslie ◽

Moira Ragan

Keyword(s):

Physical Activity ◽

Sensitivity And Specificity ◽

Vigorous Physical Activity ◽

Free Play ◽

Cut Points ◽

The Relationship ◽

Children’S Physical Activity ◽

Precise Interpretation ◽

Min Cut ◽

Vector Magnitude

Background: Accelerometers measure complex movements of children’s free play moderate-vigorous physical activity (MVPA), including step and non-step movements. Current accelerometer technology has introduced algorithms to measure steps, along with counts. Precise interpretation of accelerometer-based cadence (steps/min) cut-points is necessary for accurately measuring and tracking children’s MVPA. The purpose of this study was to assess the relationships and agreement between accelerometer-based cut-points (cadence and counts/min) to estimate children’s MVPA compared to measured values. Methods: Forty children (8–12 years; 25 boys) played 6–10 games while wearing a portable metabolic analyzer and GT3X+ to measure and estimate MVPA, respectively. Correlation, kappa, sensitivity, and specificity assessed the relationships and agreement between measured and estimated MVPA. Results: Games elicited, on average, 6.3 ± 1.6 METs, 64.5 ± 24.7 steps/min, and 3318 ± 1262 vertical (V) and 5350 ± 1547 vector-magnitude (VM) counts/min. The relationship between measured and estimated MVPA intensity was higher for cadence (r = 0.50) than V and VM counts/min (r = 0.38 for both). Agreement using V and VM counts/min for measuring PA intensity varied by cut-points (range: 6.8% (κ = −0.02) to 97.6% (κ = 0.49)), while agreement was low using cadence cut-points (range: 4.0% (κ = 0.0009) to 11.3% (κ = 0.001)). Conclusion: While measured and estimated values were well correlated, using cadence tended to misclassify children’s free-play MVPA.

The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph182211797 ◽

2021 ◽

Vol 18 (22) ◽

pp. 11797

Author(s):

Pulan Bai ◽

Sarah Johnson ◽

Stewart Trost ◽

Leanne Lester ◽

Andrea Nathan ◽

...

Keyword(s):

Physical Activity ◽

Preschool Children ◽

Cognitive Development ◽

School Readiness ◽

Vigorous Physical Activity ◽

Self Regulation ◽

Early Years ◽

Readiness Assessment ◽

The Relationship ◽

(1) Background: Limited research exists on the pathways through which physical activity influences cognitive development in the early years. This study examined the direct and indirect relationships between physical activity, self-regulation, and cognitive school readiness in preschool children. (2) Method: Participants (n = 56) aged 3–5 years were recruited from the PLAYCE study, Perth, Western Australia. Physical activity was measured using 7-day accelerometry. Self-regulation was measured using the Head Toes Knees and Shoulders task and cognitive school readiness was assessed using the Bracken School Readiness Assessment. Baron and Kenny’s method was used for mediation analysis. (3) Results: After adjustment for socio-demographic factors, total physical activity was positively and significantly associated with cognitive school readiness (B = 0.16, SE = 0.07, p ≤ 0.05). Moderate-vigorous physical activity (MVPA) was positively and significantly associated with self-regulation (B = 0.3, SE = 0.13, p ≤ 0.05) and cognitive school readiness score (B = 0.20, SE = 0.09, p ≤ 0.05). Self-regulation was found to be a partial mediator of the relationship between MVPA and cognitive school readiness. (4) Conclusion: These findings highlight the direct and indirect association between preschool children’s physical activity, self-regulation, and cognitive school readiness. Further research is needed to determine the causal relationships between young children’s physical activity and cognitive development, over time.

Using the Computer Science and Applications (CSA) Activity Monitor in Preschool Children

Pediatric Exercise Science ◽

10.1123/pes.11.4.413 ◽

1999 ◽

Vol 11 (4) ◽

pp. 413-420 ◽

Cited By ~ 53

Author(s):

Sheila C. Fairweather ◽

John J. Reilly ◽

Stanley Grant ◽

Arthur Whittaker ◽

James Y. Paton

Keyword(s):

Physical Activity ◽

Preschool Children ◽

Rank Order ◽

Statistical Significance ◽

Biological Significance ◽

Activity Form ◽

Exercise Class ◽

Left And Right ◽

Highly Correlated ◽

The primary aim of this study was to assess the ability of the CSA accelerometer to measure physical activity in preschool children. A secondary aim was to examine inter-instrument differences and the effect of accelerometer placement on output. Eleven subjects (mean age = 4.0 years, SD = 0.4) wore the CSA-7164 for a 45-min preschool exercise class. They were observed throughout the class, and their engagement in activity was quantified using the Children’s Physical Activity Form (CPAF). The effect of accelerometer positioning (left vs. right hip) was assessed in 10 subjects over 2 days. CSA output during the class was highly correlated with the CPAF score (r = 0.87, p < .001), and rank order correlations between the 2 methods were also highly significant (r = 0.79, p < .01). Differences in CSA output between left and right hip reached statistical significance (paired t, p < .05), but these differences were small and probably of limited biological significance. The CSA appears to be an appropriate tool for assessment of physical activity in preschool children, but further studies on stability of activity as measured by CSA, as well as its validity, are urged.

Physical Activity Level of Preschool Children and Their Mothers' Behaviors Promoting Children's Physical Activity

JOURNAL OF THE KOREAN SOCIETY OF MATERNAL AND CHILD HEALTH ◽

10.21896/jksmch.2013.17.2.173 ◽

2013 ◽

Vol 17 (2) ◽

pp. 173-183 ◽

Cited By ~ 3

Author(s):

라진숙 ◽

채선미

Keyword(s):

Physical Activity ◽

Preschool Children ◽

Physical Activity Level ◽

Activity Level ◽

Analysis of Injuries Among Children in Kindergartens During Physical Activities

Slovenian Journal of Public Health ◽

10.2478/sjph-2014-0024 ◽

2014 ◽

Vol 53 (3) ◽

pp. 237-247

Author(s):

Mateja Videmšek ◽

Jože Štihec ◽

Damir Karpljuk ◽

Maja Meško ◽

Jera Gregorc ◽

...

Keyword(s):

Physical Activity ◽

Preschool Children ◽

Free Play ◽

Physical Activities ◽

The Body ◽

Age Group ◽

Chi Square ◽

Different Ages ◽

Chi Square Test ◽

Serious Injury

Abstract Objective. The aim of this study was to analyze the opinions of educators about the occurrence of injuries in children of different ages during organized and non-organized physical activities in kindergarten. Methods. Our sample included 322 teachers from 53 kindergartens in Slovenia. We calculated the frequencies and performed a chi-square test. Results. Most of the children have organized physical activity in kindergarten 1 to 2 times per week; for children in the first age group, it usually lasts for 20 minutes or less; for children in the second age group, it lasts for 20 to 30 minutes. Most physical activities take place in the playroom, where the majority of injuries also occur. Injuries most frequently occur when running and jumping and less frequently during other physical activities. During free play, children are often injured in the outer court between 9 and 12 a.m. Boys are more often injured than girls. Educators indicate unforeseen situations as the most common cause of injury. The most common injuries are bumps on the head, especially in younger children, who stay at home for a few days as a result of these injuries. Parents of younger children are not as satisfied with the actions of educators when injuries occur as parents of older preschool children. Educators rehabilitate the children’s injuries themselves and inform parents about it. Only one third of the educators make a record of injuries, and half of them only when a serious injury has occurred. Conclusions. The analysis results showed statistically significant differences between children of different ages according to the cause of injury, time of injury, the place where the child was injured during organized physical activity, type of activity at the time of injury, injured part of the body, and parental satisfaction with the action of the educator. Based on the results, we proposed some actions to reduce injuries in preschool children in kindergarten.