Factors That Influence Participation in Classroom-Based Physical Activity Breaks in Head Start Preschoolers

The Impact of an Acute Active Reading Intervention on Physical Activity Levels in Preschoolers: A Comparative Analysis

The purpose of this study was to examine the acute effects of an active reading intervention on physical activity (PA) levels in preschoolers. Participants were recruited from the 3-5-year-old classes at two preschools. A total of six classrooms and 37 children participated in three conditions: an active reading book read by a researcher (Act_R) trained in active play techniques, an active reading book read by a preschool classroom teacher (Act_T), and a book about health behavior read by both the researcher and the teacher (Sed_H). The order in which classes received each condition was randomized. The Actigraph accelerometer assessed PA. Motor skills were assessed with the Peabody Motor Development Scale, 2nd Edition. Participants spent significantly more time in sedentary behavior during the Sed_H condition compared to Act_R (p < 0.000) and Act_T (p < 0.008). Participants spent significantly more time in MVPA during Act_R compared to Act_T (p = 0.030), Act_T compared to Sed_H (p < 0.001), and Act_R compared to Sed_H (p < 0.001). The amount of MVPA participation within the active reading sessions was not dependent upon the level of fundamental motor skill competence. Active reading books may provide a feasible method to incorporate physical activity and active play into the preschool day.

Relation between Demographics and Physical Activity among Preschoolers Attending Head Start

Limited empirical evidence is available about preschoolers' sedentary behavior (SB) and physical activity (PA) patterns in Head Start programs, we explored (a) preschoolers' SB and PA patterns (ranging from SB to light-moderate-vigorous physical activity [LMVPA]) and (b) their relationships with sociodemographic factors, weight status, and motor development. Participants included 216 preschoolers (M age = 4.32 ± 0.63; girls 56.5%) from six Head Start centers in an urban area in the southwestern region of the United States, assessing Actical® activity monitor-based PA, weight status, and motor development. The findings revealed preschoolers who were female, Hispanic/Latinx, with an at risk weight level, and/or in the below average motor development group tended to engage in less MVPA/LMVPA and also had higher SB patterns while participating in the Head Start program (p < 0.05-0.001, d ranged from 0.23 to 0.62). Head Start stakeholders (e.g., policymakers, leaders, curriculum coordinators, health professionals, and teachers) need to acknowledge the PA and health disparities, and intervene in underserved preschoolers' health-promoting behaviors.

Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review

(1) Background: Children spend an ever-increasing amount of time performing sedentary behaviors, and an important part of their daily life is at school. Learning in an outdoor environment improves children’s physical activity levels, and their cognitive and social spheres. Furthermore, physically active breaks are a solution to reduce sedentary behaviors and improve well-being and academic performance. The study evaluated the published literature on physically active breaks during school hours and explored (a) if the interventions were proposed in an outdoor context and (b) the outcomes of these interventions. (2) Methods: This review collected 31,559 articles from different electronic databases. After the screening, the results were analyzed narratively. (3) Results: 41 studies have been included in the analysis. As reported by the results, most of the interventions took place in the classroom, and only three studies were performed outside. A common aspect of all studies is the feasibility of active breaks, assessing positive outcomes. (4) Conclusions: Physically active outdoor breaks are poorly adopted, highlighting the necessity for deeper study on this topic. Although the protocols considered present differences, generally breaks increase physical activity levels, present positive learning outcomes, and improve social well-being. Furthermore, they are sustainable in terms of time, cost, and effort of the teacher.

Bifactor structure and model reliability of the Test of Gross Motor Development - 3rd edition

OBJECTIVES

This study investigated the structure of the Test of Gross Motor Development - 3rd edition (TGMD-3). Specifically, we examine bifactor structure, which simultaneously models a fundamental motor skills (FMS) general factor and specific factors for locomotor skills and ball skills, compared to other models.

DESIGN

Cross-sectional design using the TGMD-3 normative sample.

METHODS

The sample (N = 862) of children (Mage = 6.51, SD = 2.23) was matched based on United States census data, ensuring appropriate percentages of demographic representation and disability status. Confirmatory factor analyses, exploratory structural equation modeling, model-based reliability estimates including coefficient omega hierarchical, and coefficient omega hierarchical subscale, explained common variance estimates, and relative parameter bias were examined.

RESULTS

Findings revealed bifactor structure produced a better model fit compared to both one-factor and two-factor models. Furthermore, model reliability estimates that parceled true score variance for the general FMS factor, locomotor skills factor, and ball skills factor yielded high internal consistency for FMS (.797) but not locomotor skills (.168) and ball skills (.216). Finally, explained common variance (.852-.879) and relative parameter bias (.018-.072) estimates identified the strength of the run, skip, slide, and dribble skills tests to represent the FMS general factor.

CONCLUSIONS

Our findings demonstrate the advantages of using bifactor structure to examine the TGMD-3 compared to one-factor and two-factor models. Additionally, these results provide further evidence that using the TGMD-3 to examine an overall FMS general factor may explain more variance in performance and provide a better picture for evaluating children's current FMS levels compared to subscales independently.

Classroom Active Breaks to Increase Children's Physical Activity: A Cross-Sectional Study in the Province of Naples, Italy

Background: Classroom Active Breaks (CABs), short active sessions integrated in the school time, have been recognized as a promising tool to reduce sedentary behavior and increase Physical Activity (PA) levels in children. “AulAttiva” is a six-month CABs-based program implemented in primary schools of the province of Naples. The aim of this study was to evaluate its effectiveness by comparing PA and sedentary time of participating pupils respect to a control group, considering also their weight status. Methods: Four third-grade classes, each from 4 schools out of 32 participating in AulAttiva, and 4 third-grade classes, each from 4 schools out of 74 that did not take part, were randomly selected. Finally, 58 children composed the intervention group and 57 the control group. Age, gender, weight and height were registered for each participant. Weight status was classified as non-overweight and overweight/obesity. Sedentary time and PA were assessed through accelerometers along a school day. Results: Light PA was 4 min higher in the AulAttiva group with respect to controls (p = 0.046). Within the non-overweight children, the AulAttiva group spent less time in sedentary behavior and more time in light and total PA than controls. No significant differences were found between the overweight/obese subgroups. Conclusions: The results support the effectiveness of CABs in increasing PA during the school day. Greater effects were registered among normal weight pupils, suggesting the possible influence of weight status on children’s participation to the intervention. Further studies are needed to improve the compliance of overweight/obese children to this intervention.