Introduction: This study compares physical activity of children in a state kindergarten and a forest kindergarten, particularly the number of steps taken, which can indicate the quantity of physical activity. The objective is to monitor the number of steps taken by children in selected institutions and to conduct an analysis in relation to the structure of the daily programme and movement regimen of these institutions contributing thus to the discussion concerning physical literacy formation among preschool children. Methods: The study is of a descriptive non-intervention character using mechanical pedometers. The sample consists of 73 children (36 in the state kindergarten, 37 in the forest kindergarten). The data are processed using a nonparametric Mann-Whitney test and Cohen's d. Results: At the significance level of 0.05 it was discovered that children from the forest kindergarten take significantly more steps in the observed period than children from the state kindergarten. The Z-score is -4.357 and p < 0.001. Substantive significance for the level of physical activity measured by the number of steps is high. Cohen's d = (532057–354714)/133355.005729 = 1.33. Conclusion: Physical literacy is influenced by both the quality of physical activity and the quantity, which was larger in the forest kindergarten. This may be related to the amount of spontaneous physical activity and the frequency and length of trips. However, controlled physical activities in the state kindergarten, especially morning exercise, can improve the quality and increase physical literacy as well. There is a need for a competent approach of teachers, sensitive inclusion of physical activities in the daily programme with emphasis on internal motivation, and awareness of benefits and drawback of both spontaneous physical activity and controlled activities represented by regular morning exercise.
“Environment Is Like Nature”: Opinions Of Children Attending Forest Kindergarten About The Concept Of Environment
