Physically active learning in preschoolers: Improved self-regulation, comparable quantity estimation

A Convergent Mixed Methods Study to Explore Physical Activity Among Teachers and Children During the Preschool Day

Preschool teachers are uniquely positioned to impact children's physical activity levels, yet the relationship between teachers' and children's physical activity levels has not been widely investigated. The purpose of this study was to explore preschool teachers' physical activity levels, practices, and perceptions and how this relates to children's physical activity at preschool centers. This convergent mixed methods study included eight teachers and 20 children from four preschool classrooms. Accelerometers were used to measure their physical activity. Pearson correlations were used to explore the relationship between teachers' and children's physical activity levels. Direct observation was used to contextualize children's physical activity while at preschool. Teachers completed a semi-structured interview to explore their physical activity perceptions and practices. On average, teachers and children were physically active for 50.2 ± 9.3% and 29.5 ± 7.0% of their time at preschool, respectively. A significant positive correlation (p = 0.02; r = 0.98) was found between teachers' and children's percent of time at preschool per day in moderate-to-vigorous physical activity. Children mostly engaged in low-intensity activities (stationary play; light walking) during free play both indoors and outdoors and were mostly sedentary during teacher-initiated group times. All teachers stated they had a positive influence on children's physical activity. Teachers commonly reported pain or health conditions as a barrier to their physical activity. There was a positive relationship between teachers' and children's physical activity. More research is needed to confirm this relationship and to explore the impacts of high amounts of occupational physical activity on teachers' health.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10643-023-01486-8.

Short breaks at school: effects of a physical activity and a mindfulness intervention on children's attention, reading comprehension, and self-esteem

BACKGROUND

Although breaks are essential to restoring cognitive and psychological conditions for learning, short breaks within school lessons are not established and the specificity of effects has not often been investigated. Therefore, the effects of a physical activity (Study 1) and a mindfulness intervention (Study 2) were investigated.

PROCEDURE

By an intervention-control group design, the effects of daily 10-min physical activity (Study 1: N = 162, 4th grade) and mindfulness breaks (Study 2: N = 79, 5th grade) were implemented within regular school lessons over a 2-week time period to research the impact on attention, reading comprehension, and self-esteem.

RESULTS

In the physical activity intervention children's attention improved (attention-processing speed: p < .004, η_p² = .05, attention-performance: p < .025, η_p² = .03), and in the mindfulness intervention reading comprehension improved (p < .012, η_p² = .08) compared to the controls. Results further indicated that self-esteem moderated the relationship between groups and attention improvement in study 1.

CONCLUSION

Classroom-based short physical and mindfulness breaks could support attention and reading comprehension, which are known to support overall academic success.