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

We sought to describe and explore relationships between fundamental movement skills (FMS) and level of physical activity (PA; light-, medium-, vigorous, and kCal/hour) in preschool children, aged 3–4-years-old, across four early childhood education (ECE) settings. Children’s FMS were assessed using the Test for Gross Motor Development-2 (TGMD-2; n = 81) and PA via accelerometers (S = 53). Eighty-four children participated, with 50 in both assessments. The TGMD-2 showed as the children got older, their locomotor skills (p < 0.001, r = 0.512) and object control motor skills (p < 0.001, r = 0.383) improved. Accelerometry showed children were primarily inactive at ECE (78.3% of the time). There were significant correlations between kCal/hour and light (p < 0.001, r = −0.688), moderate (p < 0.001, r = 0.599) and vigorous (p < 0.001, rs = 0.707) activity, and between gross motor quotient and locomotor (p < 0.001, r = 0.798) and object control (p < 0.001, r = 0.367) skills. No correlation was observed between gross motor quotient and kCal/hour. To conclude, children in this cohort were primarily inactive during ECE center hours. Moreover, gross motor quotient was significantly correlated to locomotor and object control skills.

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LiveWell in early childhood: results from a two-year pilot intervention to improve nutrition and physical activity policies, systems and environments among early childhood education programs in South Carolina

BMC Public Health ◽

10.1186/s12889-021-10975-7 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Meghan Slining ◽

Sally Wills ◽

Melissa Fair ◽

Jen Stephenson ◽

Stephanie Knobel ◽

...

Keyword(s):

Physical Activity ◽

Early Childhood ◽

South Carolina ◽

Early Childhood Education ◽

Data Collection ◽

Post Intervention ◽

Self Assessment ◽

Childhood Education ◽

Point Increase ◽

Nutrition And Physical Activity

Abstract Background Early childhood education (ECE) settings are critical intervention targets for obesity prevention. This study evaluated a pilot two-year community-based participatory research (CBPR) project designed to assist ECE center directors and caregivers in policy, systems and environmental (PSE) change for improving healthy eating (HE) and physical activity (PA). Methods A two-year CBPR study was conducted in 10 licensed ECE centers in Greenville, South Carolina. The intervention consisted of five steps: [1] baseline data collection and self-assessment using the Nutrition and Physical Activity Self-Assessment for Child Care (Go-NAP SACC), [2] tailored goal setting and action planning, [3] technical assistance and access to resources, [4] post intervention data collection and re-assessment, and [5] celebration of success. Main outcome measures (HE and PA environments, practices and policies) were assessed using the Environment and Policy Assessment and Observation (EPAO) tool at baseline and 24 months. One classroom of 3–5-year-olds was randomly selected for observation from each center (mean of 12 children per classroom). Means and standard deviations were calculated for total PA, total nutrition and each subscale of PA and nutrition. Paired sample t-tests were calculated to assess changes in EPAO scales from baseline to post intervention. Results Ten ECE centers enrolled in the pilot study and eight completed the two-year intervention. Center-based goals were accomplished across all 8 ECE centers over the two-year intervention: 16 child nutrition goals, 6 outdoor play goals, 11 physical activity goals and 8 screen time goals across the entire sample. Nutrition policy and PA policy significantly improved (p < 0.05), with greater improvements in PA (10.0 point increase, p = .048) as compared to nutrition (3.3 point increase, p = 0.02). Conclusions Utilizing a CBPR approach, this two-year nutrition and PA PSE intervention in ECE centers improved ECE center HE and PA policies.

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Effectiveness of the Healthy Start-Départ Santé approach on physical activity, healthy eating and fundamental movement skills of preschoolers attending childcare centres: A randomized controlled trial

10.21203/rs.2.12703/v3 ◽

2019 ◽

Author(s):

Anne Leis ◽

Stéphanie Ward ◽

Hassan Vatanparast ◽

Louise Humbert ◽

Amanda Froehlich Chow ◽

...

Keyword(s):

Physical Activity ◽

Food Intake ◽

Healthy Eating ◽

Controlled Trial ◽

Intervention Group ◽

Control Group ◽

Usual Practice ◽

Movement Skills ◽

Randomized Controlled ◽

Fundamental Movement Skills

Abstract Background: Since young children spend approximately 30 hours per week in early childcare centres (ECC), this setting is ideal to foster healthy behaviors. This study aimed to asses the effectiveness of the Healthy Start-Départ Santé (HSDS) randomized controlled trial in increasing physical activity (PA) levels and improving healthy eating and fundamental movement skills in preschoolers attending ECC. Methods: Sixty-one ECC were randomly selected and allocated to either the usual practice (n=30; n=433 children) or intervention group (n=31; n=464 children). The HSDS intervention group was provided a 3-hour on-site training for childcare educators which aimed to increase their knowledge and self-efficacy in promoting healthy eating, PA and development of fundamental movement skills in preschoolers. PA was measured during childcare hours for five consecutive days using the Actical accelerometer. Preschoolers’ fundamental movement skills were assessed using the standard TGMD-II protocol and POMP scores. Food intake was evaluated using digital photography-assisted weighted plate waste at lunch, over two consecutive days. All data were collected prior to the HSDS intervention and again 9 months later. Mixed-effect models were used to analyse the effectiveness of the HSDS intervention on all outcome measures. Results: Total number of children who provided valid data at baseline and endpoint for PA, food intake and fundamental movement skills were 259, 670 and 492, respectively. Children in the HSDS intervention group had, on average, a 3.33 greater point increase in their locomotor motor skills scores than children in the control group (β=3.33, p=0.009). No significant differences in effects were observed for object control, PA and food intake. However, results demonstrated a marginal increase in portions of fruits and vegetables served in the intervention group compared to control group (β=0.06, p=0.05). Conclusion: Locomotor skills showed a significant improvement in the intervention group compared to the control one. Although modest beneficial effects of HSDS were found, most outcome indicators progressed in a direction favouring the HSDS intervention compared to the usual practice group.

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Effectiveness of the Healthy Start-Départ Santé approach on physical activity, healthy eating and fundamental movement skills of preschoolers attending childcare centres: A randomized controlled trial

10.21203/rs.2.12703/v4 ◽

2020 ◽

Author(s):

Anne Leis ◽

Stéphanie Ward ◽

Hassan Vatanparast ◽

Louise Humbert ◽

Amanda Froehlich Chow ◽

...

Keyword(s):

Physical Activity ◽

Randomized Controlled Trial ◽

Food Intake ◽

Healthy Eating ◽

Controlled Trial ◽

Intervention Group ◽

Control Group ◽

Movement Skills ◽

Randomized Controlled ◽

Fundamental Movement Skills

Abstract Background: Since young children spend approximately 30 hours per week in early childcare centres (ECC), this setting is ideal to foster healthy behaviors. This study aimed to assess the effectiveness of the Healthy Start-Départ Santé (HSDS) randomized controlled trial in increasing physical activity (PA) levels and improving healthy eating and fundamental movement skills in preschoolers attending ECC. Methods: Sixty-one ECC were randomly selected and allocated to either the usual practice (n=30; n=433 children) or intervention group (n=31; n=464 children). The HSDS intervention group was provided a 3-hour on-site training for childcare educators which aimed to increase their knowledge and self-efficacy in promoting healthy eating, PA and development of fundamental movement skills in preschoolers. PA was measured during childcare hours for five consecutive days using the Actical accelerometer. Preschoolers’ fundamental movement skills were assessed using the standard TGMD-II protocol and POMP scores. Food intake was evaluated using digital photography-assisted weighted plate waste at lunch, over two consecutive days. All data were collected prior to the HSDS intervention and again 9 months later. Mixed-effect models were used to analyse the effectiveness of the HSDS intervention on all outcome measures. Results: Total number of children who provided valid data at baseline and endpoint for PA, food intake and fundamental movement skills were 259, 670 and 492, respectively. Children in the HSDS intervention group had, on average, a 3.33 greater point increase in their locomotor motor skills scores than children in the control group (β=3.33, p=0.009). No significant differences in effects were observed for object control, PA and food intake. However, results demonstrated a marginal increase in portions of fruits and vegetables served in the intervention group compared to control group (β=0.06, p=0.05).Conclusion: Of the 12 outcome variables investigated in this study, 10 were not different between the study groups and two of them (locomotor skills and vegetables and fruits servings) showed a significant improvement. This suggests that HSDS is an effective intervention for the promotion of some healthy behaviours among preschoolers attending ECC.

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Effectiveness of the Healthy Start-Départ Santé approach on physical activity, healthy eating and fundamental movement skills of preschoolers attending childcare centres: A randomized controlled trial

10.21203/rs.2.12703/v2 ◽

2019 ◽

Author(s):

Anne Leis ◽

Stéphanie Ward ◽

Hassan Vatanparast ◽

Louise Humbert ◽

Amanda Froehlich Chow ◽

...

Keyword(s):

Physical Activity ◽

Food Intake ◽

Healthy Eating ◽

Controlled Trial ◽

Intervention Group ◽

Control Group ◽

Usual Practice ◽

Movement Skills ◽

Randomized Controlled ◽

Fundamental Movement Skills

Abstract Background: Since young children spend approximately 30 hours per week in early childcare centres (ECC), this setting is ideal to foster healthy behaviors. This study aimed to asses the effectiveness of the Healthy Start-Départ Santé (HSDS) randomized controlled trial in increasing physical activity (PA) levels and improving healthy eating and fundamental movement skills in preschoolers attending ECC. Methods: Sixty-one ECC were randomly selected and allocated to either the usual practice (n=30; n=433 children) or intervention group (n=31; n=464 children). The HSDS intervention group was provided a 3-hour on-site training for childcare educators which aimed to increase their knowledge and self-efficacy in promoting healthy eating, PA and development of fundamental movement skills in preschoolers. PA was measured during childcare hours for five consecutive days using the Actical accelerometer. Preschoolers’ fundamental movement skills were assessed using the standard TGMD-II protocol and POMP scores. Food intake was evaluated using digital photography-assisted weighted plate waste at lunch, over two consecutive days. All data were collected prior to the HSDS intervention and again 9 months later. Mixed-effect models were used to analyse the effectiveness of the HSDS intervention on all outcome measures. Results: Total number of children who provided valid data at baseline and endpoint for PA, food intake and fundamental movement skills were 259, 670 and 492, respectively. Children in the HSDS intervention group had, on average, a 3.33 greater point increase in their locomotor motor skills scores than children in the control group (β=3.33, p=0.009). No significant differences in effects were observed for object control, PA and food intake. However, results demonstrated a marginal increase in portions of fruits and vegetables served in the intervention group compared to control group (β=0.06, p=0.05). Conclusion: Locomotor skills showed a significant improvement in the intervention group compared to the control one. Although modest beneficial effects of HSDS were found, most outcome indicators progressed in a direction favouring the HSDS intervention compared to the usual practice group.

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The Effectiveness of a Primary School Based Badminton Intervention on Children’s Fundamental Movement Skills

Sports ◽

10.3390/sports8020011 ◽

2020 ◽

Vol 8 (2) ◽

pp. 11

Author(s):

Michael J. Duncan ◽

Mark Noon ◽

Chelsey Lawson ◽

Josh Hurst ◽

Emma L. J. Eyre

Keyword(s):

Motor Development ◽

Intervention Group ◽

Control Group ◽

World Federation ◽

Post Intervention ◽

Movement Skills ◽

Fundamental Movement Skills ◽

Total Process ◽

Long Jump ◽

Stage 1

This study examined the effects of the Badminton World Federation (BWF) Shuttle Time program on fundamental movement skills (FMS) in English children. A total of 124 children; 66 in key stage 1 (ages 6–7 years) and 58 in key stage 2 (10–11 years) undertook the Shuttle Time program, once weekly for six weeks (n = 63) or acted as controls (n = 61). Pre, post and ten-weeks post, both process and product FMS were determined. Children in the intervention group, aged 6–7 years, had higher total process FMS (via test of gross motor development-2) compared to the control group at post and ten-weeks post intervention (both p = 0.0001, d = 0.6 and 0.7, respectively). There were no significant differences in process FMS scores for children aged 10–11 years. Ten-meter sprint speed decreased pre to post and was maintained at ten-weeks post for the intervention groups aged 6–7 years (p = 0.0001, d = 0.6) and 10–11 years (p = 0.001, d = 0.2) compared to control. Standing long jump distance increased pre to post (p = 0.0001, d = 0.8) and was maintained at ten-weeks post (p = 0.0001, d = 0.5) for the intervention group. Medicine ball throw performance increased pre to post (p = 0.0001, d = 0.3) for the intervention group. The BWF Shuttle Time program is beneficial in developing FMS for key stage 1 children (ages 6–7).

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Efficacy of online nutrition professional development for Early Childhood Education Care staff

European Journal of Public Health ◽

10.1093/eurpub/ckaa166.417 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

R Wallace ◽

J Lo ◽

R Sambell ◽

A Devine

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Nutrition Education ◽

Intervention Group ◽

Nutrition Knowledge ◽

Care Staff ◽

Control Group ◽

Evidence Based ◽

Food Groups ◽

Childhood Education

Abstract Background Early Childhood Education & Care (ECEC) services are a public health setting that influences the lifelong eating habits and health of young Australians. Over 1.3 million children attend ECEC for 30 hours/week. Overweight/obesity, a risk factor for chronic disease, has been associated with this setting. Research reports sub-optimal food provision, poor role modelling and a lack of nutrition training and confidence. Online nutrition education training was provided to ECEC staff, aiming to increase nutrition knowledge/confidence. Methods Training was evidence-based, informed by stakeholders and developed by tertiary nutrition experts. ECEC staff were recruited and randomised to intervention or control groups. The intervention group completed an online short course about whole-service approach to healthy eating of 2-3 hours duration. Nutrition knowledge/confidence were measured pre/post-intervention via a pre-validated, online survey. GLM was used to determine differences within and between groups adjusting for years of experience. Results Participants (n = 116) were mostly female, aged >36 years, with >10 years industry experience. Post-course, compared to the control group, intervention participants significantly increased confidence to offer 2 serves of grains/day and unsweetened cereals, a variety of vegetables and low-sodium foods, and solid fats were avoided. Confidence to avoid serving discretionary foods did not change and cakes/biscuits were offered frequently. Conclusions Following course completion, intervention participants demonstrated increased confidence to serve foods from core food groups, but both groups reported offering discretionary foods frequently. Some results are promising and may improve the nutritional value of food offered at ECEC, but it appears discretionary foods continue to be overprovided. Further research is required to identify the depth of training required to embed important nutrition education concepts in ECEC settings. Key messages Evidence-based nutrition education adopting a whole-service approach is effective in increasing ECEC staff nutrition knowledge and confidence to provide foods from core food groups. Further research is required to establish the level of nutrition education appropriate for ECEC staff to avoid the continuing overprovision of discretionary foods to young children.

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Effectiveness of the Healthy Start-Départ Santé approach on physical activity, healthy eating and fundamental movement skills of preschoolers attending childcare centres: A randomized controlled trial

10.21203/rs.2.12703/v1 ◽

2019 ◽

Author(s):

Anne Leis ◽

Stéphanie Ward ◽

Hassan Vatanparast ◽

Louise Humbert ◽

Amanda Froehlich Chow ◽

...

Keyword(s):

Physical Activity ◽

Food Intake ◽

Healthy Eating ◽

Controlled Trial ◽

Intervention Group ◽

Control Group ◽

Usual Practice ◽

Movement Skills ◽

Randomized Controlled ◽

Fundamental Movement Skills

Abstract Background Since young children spend approximately 30 hours per week in early childcare centres (ECC), this setting is ideal to foster healthy behaviors. This study aimed to assess the effectiveness of the Healthy Start-Départ Santé (HSDS) randomized controlled trial in increasing physical activity (PA) levels and improving healthy eating and fundamental movement skills in preschoolers attending ECC. Methods Sixty-one ECC were randomly selected and allocated to either the usual practice (n=30; n=433 children) or intervention group (n=31; n=464 children). The HSDS intervention group was provided a 3-hour on-site training for childcare educators which aimed to increase their knowledge and self-efficacy in promoting healthy eating, PA and development of fundamental movement skills in preschoolers. PA was measured during childcare hours for five consecutive days using the Actical accelerometer. Preschoolers’ fundamental movement skills were assessed using the standard TGMD-II protocol and POMP scores. Food intake was evaluated using digital photography-assisted weighted plate waste at lunch, over two consecutive days. All data were collected prior to the HSDS intervention and again 9 months later. Mixed-effect models were used to analyse the effectiveness of the HSDS intervention on all outcome measures. Results Total number of children who provided valid data at baseline and endpoint for PA, food intake and fundamental movement skills were 259, 670 and 492, respectively. Children in the HSDS intervention group had, on average, a 3.33 greater point increase in their locomotor motor skills scores than children in the control group (β=3.33, p=0.009). No significant differences in effects were observed for object control, PA and food intake. However, results demonstrated a marginal increase in portions of fruits and vegetables served in the intervention group compared to control group (β=0.06, p=0.05). Conclusion Locomotor skills showed a significant improvement in the intervention group compared to the control one. Although modest beneficial effects of HSDS were found, most outcome indicators progressed in a direction favouring the HSDS intervention compared to the usual practice group.

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The Impact of a Workplace Wellness Program on Provider Health in Early Childhood Education Settings

Workplace Health & Safety ◽

10.1177/2165079919882732 ◽

2019 ◽

Vol 68 (2) ◽

pp. 65-72 ◽

Cited By ~ 1

Author(s):

Jamie N. Powers ◽

Charlotte V. Farewell ◽

Emily Maiurro ◽

Jini Puma

Keyword(s):

Physical Activity ◽

Early Childhood ◽

Logistic Regression ◽

Early Childhood Education ◽

Health Behaviors ◽

Healthy Eating ◽

Fruits And Vegetables ◽

Workplace Wellness ◽

Physically Active ◽

Childhood Education

Background: Early childhood education (ECE) working environments often contribute to poor health outcomes. The purpose of this study was to describe healthy eating–related and physical activity–related awareness and adoption of behavior change of ECE providers after participating in a workplace wellness (WW) program and to explore facilitators and barriers to ECE provider participation in WW program. Methods: The WW program offered healthy eating and physical activity challenges to promote ECE provider health and well-being. Approximately 1,000 ECE providers in Colorado from 35 ECE settings were invited to participate. After the intervention, ECE providers completed two surveys: (a) a provider postsurvey and (b) a WW challenge survey. Multivariable logistic regression modeling was used to examine factors associated with percent agreement that participation in the WW program increased awareness and adoption of health behaviors. Findings: A total of 250 (25%) ECE providers participated in WW program from 2015 to 2017. After participation, approximately 84% of respondents agreed they were more aware of the importance of eating fruits and vegetables and of being physically active, while 81% reported eating more fruits and vegetables, and 80% reported being more physically active in the workplace. Logistic regression models found that the length of time teaching in ECE settings was positively and significantly associated (odds ratio [OR] = 1.10, 95% confidence interval [CI] = [1.00, 1.21]) with the odds of providers agreeing that participation in the WW program increased their awareness of health behaviors. Conclusion/Application to Practice: The design and implementation of WW programs that emphasize facilitators, such as intrinsic and extrinsic motivation, as well as reduce barriers, such as time constraints and unachievable goal setting, may increase the awareness and adoptions of healthy eating–related and physical activity–related behaviors among ECE work settings.

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