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

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 ◽  
Children’S Physical Activity

(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.

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

2016 ◽  
Vol 13 (6) ◽  
pp. 606-610 ◽  
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.

scholarly journals The Importance of Parents’ Income and Education Level in Relation to Their Preschool Children’s Activity Level at Leisure

Children ◽  
2021 ◽  
Vol 8 (9) ◽  
pp. 733
Author(s):  
Oda Malmo ◽  
Karin Kippe ◽  
Pål Lagestad
Keyword(s):  
Physical Activity ◽  
Socioeconomic Status ◽  
Physical Activity Level ◽  
Vigorous Physical Activity ◽  
Education Level ◽  
Activity Level ◽  
Full Time ◽  
The Relationship ◽  
Children’S Physical Activity ◽  
Parents Education

Previous research indicate that socioeconomic status positively corresponds with adults’ and adolescents’ physical activity levels. This study investigated the relationship between parents’ education and income, and preschool children’s physical activity level. A total of 244 Norwegian preschool children aged four to six and their parents were enrolled in the study. The children wore an Actigraph GT1M accelerometer for seven consecutive days to measure their physical activity level. Parents completed a questionnaire that provided information about their education level and income level. To examine the relationship between the parents’ education and income and their children’s physical activity level at leisure, the Kruskal-Wallis H test was conducted. The results revealed that neither mothers’ nor fathers’ education level or income, were associated with their children’s minutes in moderate to vigorous physical activity (MVPA) at leisure. The preschool curriculum of Norway may be one explanation why socioeconomic status was not linked to physical activity in this study. Another possibility is that this study was limited to full-time students with two parents. More research is needed to determine whether parent income or education is linked to physical activity among more diverse or older children in Norway.

The Relationship Between Parental Physical Activity and Screen Time Behaviors and the Behaviors of their Young Children

2015 ◽  
Vol 27 (3) ◽  
pp. 390-395 ◽  
Author(s):  
Valerie Carson ◽  
Jodie Stearns ◽  
Ian Janssen
Keyword(s):  
Physical Activity ◽  
Screen Time ◽  
Regression Models ◽  
Early Years ◽  
Logistic Regression Models ◽  
Parental Physical Activity ◽  
Healthy Growth ◽  
The Relationship ◽  
Family Centered ◽  
Children’S Physical Activity

The main purpose of this study was to examine the relationships between parental and children’s physical activity and screen time behaviors in a large sample of children in the early years. The results are based on 738 children aged 0–5 years and their parents from the Kingston, Canada area. Parents completed a questionnaire from May to September 2011 that assessed sociodemographic characteristics, their physical activity and screen time, and their child’s physical activity and screen time. Logistic regression models, adjusted for potential confounders, were conducted. Parents in the lowest quartile of physical activity were 2.77 (95% confidence interval (CI): 1.68–4.57) times more likely to have a child in the lowest quartile of physical activity compared with parents in the highest quartile of physical activity. Relationships were stronger in two parent homes compared with single-parent homes. Parents in the second (odds ratio = 2.27, 95% CI: 1.36–3.78), third (2.30, 1.32–3.99), and fourth (7.47, 4.53–12.33) screen time quartiles were significantly more likely to have a child in the highest quartile of screen time compared with parents in quartile one. To optimize healthy growth and development in the early years, future family-centered interventions targeting both physical activity and screen time appear important.

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

Children ◽  
2018 ◽  
Vol 5 (8) ◽  
pp. 105 ◽  
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.

scholarly journals A Study on the Relationship Between Physical Activity, Sedentary Behavior, and Sleep Duration in Preschool Children

2021 ◽  
Vol 9 ◽  
Author(s):  
Zhenya Chang ◽  
Wei Lei
Keyword(s):  
Physical Activity ◽  
Risk Factor ◽  
Preschool Children ◽  
Sedentary Behavior ◽  
Sleep Duration ◽  
Video Game ◽  
Protective Factor ◽  
Vigorous Physical Activity ◽  
Factors Affecting ◽  
The Relationship

Purpose: Explore the role of physical activity (PA) and sedentary behavior (SB) in the sleep of preschool children.Method: Preschool children (n = 458) from kindergarten were recruited, measures included accelerometer-derived 24 h activity [SB, light physical activity (LPA), moderate-to-vigorous physical activity (MVPA), daytime sleep duration (DSP), and nocturnal sleep duration (NSP)]. A self-made questionnaire was used to supplementary survey on different types of SB. The two-layer chi-square test and the Cochran–Mantel–Haenszel test were used and significance set at p < 0.05.Results: PA is mainly a protective factor for DSP, while SB is mainly a risk factor for NSP of preschool children; Screen-type SB including screen viewing SB and video game SB is a risk factor for NSP, while quiet learning SB have no significant correlation with sleep duration in preschool children; Gender and social economic status are important factors affecting the association of PA, SB, and sleep duration in preschool children.Conclusions: The relationship between sleep duration at different periods and PA and SB of preschool children is different. Future educators need to gradually realize the different factors affecting the sleep of preschool children at different stages, clarify the protective factors and risk factors, in order to improve the sleep duration of preschool children.

Association of Staff Behaviors and Afterschool Program Features to Physical Activity: Findings From Movin’ After School

2013 ◽  
Vol 10 (3) ◽  
pp. 423-429 ◽  
Author(s):  
Jennifer L. Huberty ◽  
Michael William Beets ◽  
Aaron Beighle ◽  
Thomas L. Mckenzie
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
Leisure Activity ◽  
After School ◽  
Afterschool Programs ◽  
Children's Achievement ◽  
Staff Behavior ◽  
Relationship Of ◽  
The Relationship ◽  
Children’S Physical Activity

Background:Children’s achievement of recommendations for moderate-to-vigorous physical activity (MVPA) in afterschool programs (ASP) is complex. It is unclear what elements of the ASP environment influence children’s physical activity (PA). The purpose of this study was to determine the relationship of staff behaviors and ASP features (eg, organized activity, recreational equipment) to MVPA participation in youth attending ASPs.Methods:Data were collected in 12 ASPs in the Midwest. Staff behavior and child PA was measured using the System for Observing Play and Leisure Activity in Youth. The percentage of children’s MVPA was examined in relation to staff behaviors and ASP features.Results:Increases in MVPA were observed when staff were directly engaged in PA, verbally promoted MVPA, and when PA was organized and equipment was present. When 3 or more of these characteristics were present, the proportion of children engaged in MVPA increased by 25%−30%. Conversely, MVPA levels decreased when these characteristics were absent and when staff were attending to other ASP duties or were supervising.Conclusion:This study provides evidence about the specific staff behaviors that may influence higher proportions of youth being active during ASP and implies specific skills that need to be incorporated into ASP staff training.

scholarly journals Relationships between Fundamental Movement Skills and Objectively Measured Physical Activity in Preschool Children

2009 ◽  
Vol 21 (4) ◽  
pp. 436-449 ◽  
Author(s):  
Dylan P. Cliff ◽  
Anthony D. Okely ◽  
Leif M. Smith ◽  
Kim McKeen
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Motor Development ◽  
Vigorous Physical Activity ◽  
Cross Sectional ◽  
Object Control ◽  
Gross Motor Development ◽  
Fundamental Movement Skills ◽  
Objectively Measured ◽  
The Relationship

Gender differences in cross-sectional relationships between fundamental movement skill (FMS) subdomains (locomotor skills, object-control skills) and physical activity were examined in preschool children. Forty-six 3- to 5-year-olds (25 boys) had their FMS video assessed (Test of Gross Motor Development II) and their physical activity objectively monitored (Actigraph 7164 accelerometers). Among boys, object-control skills were associated with physical activity and explained 16.9% (p = .024) and 13.7% (p = .049) of the variance in percent of time in moderate-to-vigorous physical activity (MVPA) and total physical activity, respectively, after controlling for age, SES and z-BMI. Locomotor skills were inversely associated with physical activity among girls, and explained 19.2% (p = .023) of the variance in percent of time in MVPA after controlling for confounders. Gender and FMS subdomain may influence the relationship between FMS and physical activity in preschool children.

scholarly journals Perceptions of the Neighborhood Environment and Children’s Afterschool Moderate-to-Vigorous Physical Activity

2015 ◽  
Vol 27 (2) ◽  
pp. 243-251 ◽  
Author(s):  
Samantha McDonald ◽  
Marsha Dowda ◽  
Natalie Colabianchi ◽  
Dwayne Porter ◽  
Rod K. Dishman ◽  
...  
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Parent Support ◽  
Neighborhood Environment ◽  
Equation Modeling ◽  
Outdoor Activity ◽  
Child Perception ◽  
The Relationship ◽  
Children’S Physical Activity

Previous research suggests the neighborhood environment may be an important influence on children’s physical activity (PA) behaviors; however, findings are inconsistent. The purpose of this study was to further understand the relationship between perceptions of the neighborhood environment and children’s afterschool moderate-to-vigorous PA. Utilizing a structural equation modeling technique, we tested a conceptual model linking parent and child perceptions of the neighborhood environment, parent support for PA, and child outdoor PA with children’s afterschool moderate-to vigorous PA. We found that child perception of the neighborhood environment and outdoor PA were positively associated with afterschool moderate-to-vigorous PA. In addition, parent support for PA positively influenced children’s outdoor PA. The neighborhood environment and outdoor activity appear to play an influential role on children’s afterschool PA behaviors.

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