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Lessons Learned From 10 Years of Preschool Intervention for Health Promotion. J Am Coll Cardiol 2022; 79:283-298. [DOI: 10.1016/j.jacc.2021.10.046] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/30/2021] [Revised: 10/18/2021] [Accepted: 10/25/2021] [Indexed: 12/20/2022]
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Physical Activity and Fundamental Movement Skills of 3- to 5-Year-Old Children in Irish Preschool Services. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2019. [DOI: 10.1123/jmld.2018-0041] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
The aim of this study was to quantify levels of physical activity (PA) and fundamental movement skills (FMS) of children aged 3 to 5 years in Irish preschool services during care hours, and investigate the relationship between these two variables. Data were collected from 141 children (50.3% boys, ageM = 3.9 ± 0.5 years) across 9 preschool services. Measurements included PA via accelerometry, and proficiency in four FMS (run, vertical jump, throw and catch). The recommended guideline of 15 minutes of PA per hour (min PA/hour) was met by 35% of children (M = 13.6 min PA/hour). Significant differences in mean PA per hour were found by gender, with boys (14.2 min PA/hour) more active than girls (13.0 min PA/ hour), and age, with younger children (14.2 min PA/hour) more active than older (12.6 minutes PA/hour). Percentage of children proficient in the run was high (88.4%), but low across the other skills (4.9%–18.5%). Significant differences were identified by gender for vertical jump with girls scoring higher than boys. No significant relationship was found between FMS and total PA. Low levels of PA and FMS proficiency highlight need for intervention in early years settings to ensure children develop skills to participate in PA.
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Tandon PS, Downing KL, Saelens BE, Christakis DA. Two Approaches to Increase Physical Activity for Preschool Children in Child Care Centers: A Matched-Pair Cluster-Randomized Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16204020. [PMID: 31640110 PMCID: PMC6843925 DOI: 10.3390/ijerph16204020] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Revised: 10/16/2019] [Accepted: 10/16/2019] [Indexed: 12/26/2022]
Abstract
Early childhood education settings are critical for promoting physical activity (PA) but intervention effects are often small. The aim of this study was to develop, test, and compare two approaches to increasing physical activity among preschoolers at child care centers: one focused on a teacher-led PA curriculum (Active Play!) and the other on increasing outdoor child-initiated free play time (Outdoor Play!). We conducted a matched-pair cluster-randomized study in 10 centers in and around Seattle, WA, USA (n = 97 children, mean age 4.6). Pre- and post-intervention data were collected from observations and accelerometers. At pre-intervention, 19% of Active Play! and 25% of Outdoor Play! children achieved >120 min/day of PA during child care. The total opportunity for PA increased in both interventions (Active Play! = 11 min/day; Outdoor Play! = 14 min/day), with the largest increase in outdoor child-initiated free playtime (Active Play! = 19 min/day; Outdoor Play! = 24 min/day). No changes in sedentary time, light or moderate- to vigorous-intensity PA (MVPA) were observed in either intervention and there was no difference between interventions in the percentage of children attaining more than 120 min/day of PA. A small (<3 min/day) relative increase in teacher-led outdoor activity was observed in the Active Play! intervention. Both intervention strategies led to an increase in active play opportunities, predominantly outdoors, but neither was able to substantially increase the intensity and/or duration of children's PA. Future studies are needed to better understand and inform sustainable approaches to increase PA in early learning settings.
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Affiliation(s)
- Pooja S Tandon
- Center for Child Health, Behavior, and Development, Seattle Children's Research Institute, Seattle, WA 98145, USA.
- Department of Pediatrics, University of Washington, Seattle, WA 98195, USA.
| | - Katherine L Downing
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong VIC 3220, Australia.
| | - Brian E Saelens
- Center for Child Health, Behavior, and Development, Seattle Children's Research Institute, Seattle, WA 98145, USA.
- Department of Pediatrics, University of Washington, Seattle, WA 98195, USA.
| | - Dimitri A Christakis
- Center for Child Health, Behavior, and Development, Seattle Children's Research Institute, Seattle, WA 98145, USA.
- Department of Pediatrics, University of Washington, Seattle, WA 98195, USA.
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Feasibility of Integrating Physical Activity Into Early Education Learning Standards on Preschooler's Physical Activity Levels. J Phys Act Health 2019; 16:101-107. [PMID: 30626270 DOI: 10.1123/jpah.2017-0628] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
BACKGROUND For a health behavior intervention to be sustainable within preschool centers, the intervention should be implemented by classroom teachers. Unfortunately, teachers are constrained by demands such as meeting early childhood education standards. Therefore, the purpose of this pilot study was to examine the feasibility and preliminary efficacy of integrating a health behavior intervention into early education learning standards on physical activity (PA), diet, and sleep (PADS) behavior of preschoolers. METHODS Two preschool centers were randomized to either the PADS (children, n = 60) or the control (CON; children, n = 54) group. The PADS intervention consisted of PADS lesson plans and activities embedded into Massachusetts early learning standards and were implemented for 4 days per week for 12 weeks. The CON preschool participated in their usual curriculum. PA was assessed using accelerometers for 7 consecutive days at baseline, 6 weeks, and 12 weeks. Other outcome variables were assessed with parental surveys at baseline and 12 weeks. RESULTS Significant group by time interactions were observed for moderate to vigorous PA (percentage of time) during the preschool day (PADS: baseline = 10.6% (4.2%), 12 wk = 13.2% (2.3%); CON: baseline = 12.4% (3.9%), 12 wk = 11.2% (3.6%); P = .02). CONCLUSION This pilot study provides preliminary evidence that integrating health behaviors into learning standards is feasible and potentially an effective way for increasing preschoolers' PA levels.
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O'Brien KT, Vanderloo LM, Bruijns BA, Truelove S, Tucker P. Physical activity and sedentary time among preschoolers in centre-based childcare: a systematic review. Int J Behav Nutr Phys Act 2018; 15:117. [PMID: 30463585 PMCID: PMC6249856 DOI: 10.1186/s12966-018-0745-6] [Citation(s) in RCA: 52] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2018] [Accepted: 10/30/2018] [Indexed: 12/31/2022] Open
Abstract
Background Many preschoolers spend a substantial portion of their day enrolled in centre-based childcare; the amounts of physical activity and sedentary time accumulated in this environment are critical to preschoolers’ ability to meet movement guidelines. The purpose of this systematic review was to provide a comprehensive overview of the objectively assessed physical activity and sedentary time of preschoolers in centre-based childcare (registration no. CRD42016033502). Methods Eight online databases were searched using terms related to physical activity, sedentary time, preschoolers and centre-based childcare. Published, peer-reviewed primary studies written in English that objectively assessed (via accelerometry) the physical activity and sedentary time of preschoolers (2-5 years) in centre-based childcare were included. Results Fifty-five studies (published 2004-2017) from 11 countries, representing 13,956 participants were included. Studies reported light physical activity (n=38) ranging from 2.94 to 29.96 mins/hr, moderate-to-vigorous physical activity (n=46) which ranged from 1.29 to 22.66 mins/hr, and total physical activity (n=42) ranging from 4.23 to 47.17 mins/hr. Sedentary time (n=47) ranged from 12.38 to 55.77 mins/hr. Conclusion Physical activity and sedentary time were highly varied and inconsistent between studies; therefore, it is difficult to determine preschoolers’ true amount of physical activity and sedentary time during childcare hours. Despite this variability, preschoolers were noted to participate in high rates of sedentary time in this setting. The lack of homogeneity is an important finding in and of itself as it highlights the lack of consistency in measuring, processing, and reporting paediatric physical activity data.
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Affiliation(s)
- Kathleen T O'Brien
- Department of French Studies, Faculty of Arts and Humanities, University of Western Ontario, London, Ontario, Canada
| | - Leigh M Vanderloo
- Child Health Evaluative Sciences, The Hospital for Sick Children, Toronto, Ontario, Canada
| | - Brianne A Bruijns
- Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Western Ontario, London, Ontario, Canada
| | - Stephanie Truelove
- Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Western Ontario, London, Ontario, Canada
| | - Patricia Tucker
- School of Occupational Therapy, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, Elborn College, Room 2547, London, N6G 1H1, Ontario, Canada.
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Bramante CT, King MM, Story M, Whitt-Glover MC, Barr-Anderson DJ. Worksite physical activity breaks: Perspectives on feasibility of implementation. Work 2018; 59:491-499. [DOI: 10.3233/wor-182704] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Affiliation(s)
| | | | | | - Melicia C. Whitt-Glover
- Gramercy Research Group, Winston-Salem, NC, USA
- Winston-Salem State University, Winston-Salem, NC, USA
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Tucker P, Vanderloo LM, Johnson AM, Burke SM, Irwin JD, Gaston A, Driediger M, Timmons BW. Impact of the Supporting Physical Activity in the Childcare Environment (SPACE) intervention on preschoolers' physical activity levels and sedentary time: a single-blind cluster randomized controlled trial. Int J Behav Nutr Phys Act 2017; 14:120. [PMID: 28882152 PMCID: PMC5590124 DOI: 10.1186/s12966-017-0579-7] [Citation(s) in RCA: 49] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2017] [Accepted: 08/29/2017] [Indexed: 01/17/2023] Open
Abstract
BACKGROUND Physical activity levels among preschoolers in childcare are low and sedentary time high. The Supporting Physical Activity in the Childcare Environment (SPACE) intervention had three components: 1. portable play equipment; 2. staff training; and, 3. modified outdoor playtime (i.e., shorter, more frequent periods). This study aimed to examine the effectiveness of the SPACE intervention on preschoolers' physical activity levels and sedentary time during childcare hours (compared to standard care). METHODS Via a single-blind cluster randomized controlled trial, 338 preschoolers (39.86 ± 7.33 months; 52% boys) from 22 centre-based childcare facilities (11 experimental, 11 control) were enrolled. Preschoolers wore an Actical™ accelerometer for 5 days during childcare hours at baseline, post-intervention, and 6- and 12-month follow-up, and were included in the analyses if they had a minimum of two valid days (5 h each day) at baseline and one additional time point. Intervention effectiveness was tested using a linear mixed effects model for each of the four outcome variables (i.e., sedentary time, light physical activity [LPA], moderate-to-vigorous physical activity [MVPA], and total physical activity [TPA]). Fixed effects were further evaluated with t-tests, for which degrees of freedom were estimated using a Satterthwaite approximation. RESULTS One hundred and ninety-five preschoolers were retained for analyses. The intervention did not significantly impact LPA. MVPA was significantly greater among children in the experimental group when comparing post-intervention to pre-intervention, t(318) = 3.50, p = .0005, but no intervention effects were evident at 6- or 12-month follow-up. TPA was significantly greater for children in the intervention group at post-intervention when compared to pre-intervention, t(321) = 2.70, p = .007, with no intervention effects evident at later time periods. Finally, sedentary time was significantly lower among preschoolers in the experimental group when comparing post-intervention to pre-intervention, t(322) = 2.63, p = .009, with no significant effects at follow-up. CONCLUSIONS The SPACE intervention was effective at increasing MVPA and TPA among preschoolers, while simultaneously decreasing sedentary time. The ability of the SPACE intervention to target higher intensity activity is promising, as MVPA levels have been documented to be low in centre-based childcare. The changes in physical activity were not sustained long term (6- or 12-month follow-up). TRIAL REGISTRATION ISRCTN70604107 (October 8, 2014).
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Affiliation(s)
- Patricia Tucker
- School of Occupational Therapy, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, Elborn College, Room 2547, London, ON N6G 1H1 Canada
| | - Leigh M. Vanderloo
- Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Western Ontario, London, ON Canada
| | - Andrew M. Johnson
- School of Health Studies, Faculty of Health Sciences, University of Western Ontario, London, ON Canada
| | - Shauna M. Burke
- School of Health Studies, Faculty of Health Sciences, University of Western Ontario, London, ON Canada
| | - Jennifer D. Irwin
- School of Health Studies, Faculty of Health Sciences, University of Western Ontario, London, ON Canada
| | - Anca Gaston
- School of Kinesiology, Faculty of Health Sciences, University of Western Ontario, London, ON Canada
| | - Molly Driediger
- School of Occupational Therapy, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, Elborn College, Room 2547, London, ON N6G 1H1 Canada
| | - Brian W. Timmons
- Child Health & Exercise Medicine Program, McMaster University, Hamilton, Canada
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Barbosa SC, Coledam DHC, Stabelini Neto A, Elias RGM, de Oliveira AR. School environment, sedentary behavior and physical activity in preschool children. REVISTA PAULISTA DE PEDIATRIA (ENGLISH EDITION) 2016. [PMID: 26975560 PMCID: PMC5178115 DOI: 10.1016/j.rppede.2016.02.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Objective: To analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors. Methods: 370 preschoolers, aged 4–6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression. Results: At school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6–90.9%), followed by light (4.6–7.6%), moderate (1.3–3.0%) and vigorous (0.5–2.3%) physical activity. The indoor recreation room (OR 0.20, 95%CI 0.05–0.83) and the playground (OR 0.08, 95%CI 0.00–0.80) protect four-year-old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR 0.20, 95%CI 0.00–0.93) in five-year-old children. The indoor recreation room (OR 1.54, 95%CI 1.35–1.77), the playground (OR 2.82, 95%CI 1.14–6.96) and the recess (OR 1.54, 95%CI 1.35–1.77) are factors that increase the chance of six-year-old schoolchildren to be active. Conclusions: The school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children.
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Alhassan S, Nwaokelemeh O, Mendoza A, Shitole S, Puleo E, Pfeiffer KA, Whitt-Glover MC. Feasibility and Effects of Short Activity Breaks for Increasing Preschool-Age Children's Physical Activity Levels. THE JOURNAL OF SCHOOL HEALTH 2016; 86:526-533. [PMID: 27246677 DOI: 10.1111/josh.12403] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2014] [Revised: 11/16/2015] [Accepted: 02/15/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND We examined the effects of short bouts of structured physical activity (SBS-PA) implemented within the classroom setting as part of designated gross-motor playtime on preschoolers PA. METHODS Preschools were randomized to SBS-PA (centers, N = 5; participants, N = 141) or unstructured free playtime (UPA) (centers, N = 5; participants, N = 150). SBS-PA consisted of structured PA implemented in the classroom during the first 10 minutes of gross-motor playtime followed by 20 minutes of free playtime. UPA consisted of 30 minutes of unstructured free playtime. Teachers implemented both conditions for 5 days/week for 6 months. PA was assessed with accelerometers (preschool-day) and direct observation (30-minute sessions). Generalized linear mixed models were used to examine the impact of the intervention. RESULTS Regarding the 30-minute sessions, significant group main effects were observed for intervals spent at light (p < .001) and moderate-to-vigorous PA (MVPA, p < .001). Regarding the preschool-day PA, significant group by visit interaction was observed for percent time spent in total preschool-day MVPA (F (2, 254) = 3.54, p = .03). Percent of time spent in MVPA significantly decreased in both groups at 3 months and at 6 months. CONCLUSION SBS-PA can be implemented in classroom settings; however, further research is needed to examine its impact on preschoolers PA levels.
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Affiliation(s)
- Sofiya Alhassan
- Department of Kinesiology, University of Massachusetts, 110 Totman Building, 30 Eastman Lane, Amherst, MA 01003-9258.
| | - Ogechi Nwaokelemeh
- Department of Kinesiology, University of Massachusetts, 110 Totman Building, 30 Eastman Lane, Amherst, MA 01003-9258.
| | - Albert Mendoza
- Department of Kinesiology, University of Massachusetts, 110 Totman Building, 30 Eastman Lane, Amherst, MA 01003-9258.
| | - Sanyog Shitole
- Department of Kinesiology, University of Massachusetts, 110 Totman Building, 30 Eastman Lane, Amherst, MA 01003-9258.
| | - Elaine Puleo
- Department of Biostatistics, University of Massachusetts, 149 Goessmann Building, Amherst, MA 01003-9258.
| | - Karin A Pfeiffer
- Department of Kinesiology, Michigan State University, 30 W. Circle Drive, East Lansing, MI 48824.
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Barbosa SC, Coledam DHC, Stabelini Neto A, Elias RGM, Oliveira ARD. School environment, sedentary behavior and physical activity in preschool children. REVISTA PAULISTA DE PEDIATRIA 2016; 34:301-8. [PMID: 26975560 DOI: 10.1016/j.rpped.2016.01.001] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/29/2015] [Revised: 01/08/2016] [Accepted: 01/13/2016] [Indexed: 11/28/2022]
Abstract
OBJECTIVE To analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors. METHODS 370 preschoolers, aged 4 to 6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression. RESULTS At school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6%-90.9%), followed by light (4.6%-7.6%), moderate (1.3%-3.0%) and vigorous (0.5%-2.3%) physical activity. The indoor recreation room (OR=0.20; 95%CI 0.05 to 0.83) and the playground (OR=0.08; 95%CI 0.00 to 0.80) protect four-year-old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR=0.20; 95%CI 0.00 to 0.93) in five-year-old children. The indoor recreation room (OR=1.54; 95%CI 1.35 to 1.77), the playground (OR=2.82; 95%CI 1.14 to 6.96) and the recess (OR=1.54; 95%CI 1.35 to 1.77) are factors that increase the chance of six-year-old schoolchildren to be active. CONCLUSIONS The school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children.
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Affiliation(s)
- Sara Crosatti Barbosa
- Centro de Ciências da Saúde, Universidade Estadual do Norte do Paraná, Jacarezinho, PR, Brasil.
| | | | - Antonio Stabelini Neto
- Centro de Ciências da Saúde, Universidade Estadual do Norte do Paraná, Jacarezinho, PR, Brasil
| | | | - Arli Ramos de Oliveira
- Departamento de Ciências do Esporte, Centro de Educação Física e Esporte, Universidade Estadual de Londrina, Londrina, PR, Brasil
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Tucker P, Burke SM, Gaston A, Irwin JD, Johnson AM, Timmons BW, Vanderloo LM, Driediger M. Supporting Physical Activity in the Childcare Environment (SPACE): rationale and study protocol for a cluster randomized controlled trial. BMC Public Health 2016; 16:112. [PMID: 26842502 PMCID: PMC4739086 DOI: 10.1186/s12889-016-2775-9] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2016] [Accepted: 01/22/2016] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Young children are prone to low levels of physical activity in childcare. Researchers have identified that preschoolers tend to be more active outdoors than indoors, with higher activity levels occurring during the first 10 minutes of outdoor playtime. Additionally, interventions incorporating either staff training or the inclusion of play equipment have been effective at increasing children's activity in this setting. As such, the overarching objective of the Supporting Physical Activity in the Childcare Environment (SPACE) intervention is to improve the physical activity levels of preschoolers during childcare hours, utilizing a combination of the above components. The purpose of this manuscript is to provide a detailed account of the protocol, innovative methods, and evaluation plans used in the implementation of the SPACE study; in an effort to support the development of further research in this field. METHODS/DESIGN The SPACE study, a cluster randomized controlled trial, involves 22 childcare centres randomly allocated to either the experimental (n = 11) or the control (n = 11) group. Childcare centres receiving the intervention will adopt an 8-week physical activity intervention with the following components: 1. shorter, more frequent bouts of outdoor playtime (4 × 30 min periods rather than 2 × 60 min periods); 2. new portable play equipment (e.g., obstacle course, balls); and, 3. staff training (1 × 4 hr workshop). Actical accelerometers will be used to assess total physical activity with measurements taken at baseline (i.e., week 0), immediately post-intervention (i.e., week 8), and at 6- and 12-month follow-up. As secondary objectives, we aim to evaluate the effectiveness of the intervention on preschoolers': a) sedentary time; b) standardized body mass index scores (percentiles); c) health-related quality of life; and childcare providers' physical activity-related knowledge and self-efficacy to implement physical activity. DISCUSSION The SPACE study aims to increase the low levels of physical activity observed within childcare centres. The findings of this work may be useful to policy makers and childcare providers to consider modifications to the current childcare curriculum and associated outdoor play time. TRIAL REGISTRATION ISRCTN70604107 (October 8, 2014).
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Affiliation(s)
- Patricia Tucker
- School of Occupational Therapy, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, Elborn College, Room 2547, London, ON, N6G 1H1, Canada.
| | - Shauna M Burke
- School of Health Studies, Faculty of Health Sciences, University of Western Ontario, London, Ontario, Canada.
| | - Anca Gaston
- School of Kinesiology, Faculty of Health Sciences, University of Western Ontario, London, Ontario, Canada.
| | - Jennifer D Irwin
- School of Health Studies, Faculty of Health Sciences, University of Western Ontario, London, Ontario, Canada.
| | - Andrew M Johnson
- School of Health Studies, Faculty of Health Sciences, University of Western Ontario, London, Ontario, Canada.
| | - Brian W Timmons
- Department of Pediatrics, McMaster University, Hamilton, Ontario, Canada.
| | - Leigh M Vanderloo
- Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Western Ontario, London, Ontario, Canada.
| | - Molly Driediger
- School of Occupational Therapy, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, Elborn College, Room 2547, London, ON, N6G 1H1, Canada.
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Alhassan S, Whitt-Glover MC. Intervention fidelity in a teacher-led program to promote physical activity in preschool-age children. Prev Med 2014; 69 Suppl 1:S34-6. [PMID: 25066019 DOI: 10.1016/j.ypmed.2014.07.024] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/09/2014] [Revised: 07/14/2014] [Accepted: 07/17/2014] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To examine protocol fidelity among teachers involved in a six-month cluster-randomized physical activity (PA) intervention. METHODS In 2011, preschools in Springfield, MA were randomized to short bouts of structured PA (SBS-PA, n=5) or unstructured playtime (UPA, n=5). SBS-PA provided structured PA in the classroom during the first 10 min of gross-motor playtime followed by 20 min of unstructured playtime. UPA consisted of 30 min of unstructured playtime. All teachers (SBS-PA and UPA) received a written study protocol and 1.5h of training. SBS-PA also received videos to use to lead structured PA and 1.5 additional hours of training. Study fidelity and process evaluation were assessed twice weekly via semi-structured questionnaire. RESULTS Only 56.6% of SBS-PA and 75.2% of UPA free playtimes lasted for 30 min; 86.3% of SBS-PA teachers implemented structured PA during the first 10 min of gross-motor playtime but only 67.2% delivered the intervention as instructed. Only 68.5% of SBS-PA teachers implemented the 20-minute unstructured playtime. SBS-PA teachers reported that time limitations was a major barrier in implementing the designed intervention. Pre-post changes in PA did not differ between groups. CONCLUSION Limited fidelity to intervention protocol likely impacted study findings. Future studies should focus on strategies to improve adherence among intervention leaders.
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Affiliation(s)
- Sofiya Alhassan
- Department of Kinesiology, University of Massachusetts Amherst, 110 Totman Building, 30 Eastman Lane, Amherst, MA 01003, USA.
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Adamo KB, Barrowman N, Naylor PJ, Yaya S, Harvey A, Grattan KP, Goldfield GS. Activity Begins in Childhood (ABC) - inspiring healthy active behaviour in preschoolers: study protocol for a cluster randomized controlled trial. Trials 2014; 15:305. [PMID: 25073797 PMCID: PMC4124151 DOI: 10.1186/1745-6215-15-305] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2013] [Accepted: 07/14/2014] [Indexed: 12/02/2022] Open
Abstract
Background Today’s children are more overweight than previous generations and physical inactivity is a contributing factor. Modelling and promoting positive behaviour in the early years is imperative for the development of lifelong health habits. The social and physical environments where children spend their time have a powerful influence on behaviour. Since the majority of preschool children spend time in care outside of the home, this provides an ideal setting to examine the ability of an intervention to enhance movement skills and modify physical activity behaviour. This study aims to evaluate the efficacy of the Activity Begins in Childhood (ABC) intervention delivered in licensed daycare settings alone or in combination with a parent-driven home physical activity-promotion component to increase preschoolers’ overall physical activity levels and, specifically, the time spent in moderate to vigorous physical activity. Methods/design This study is a single site, three-arm, cluster-randomized controlled trial design with a daycare centre as the unit of measurement (clusters). All daycare centres in the National Capital region that serve children between the ages of 3 and 5, expressing an interest in receiving the ABC intervention will be invited to participate. Those who agree will be randomly assigned to one of three groups: i) ABC program delivered at a daycare centre only, ii) ABC program delivered at daycare with a home/parental education component, or iii) regular daycare curriculum. This study will recruit 18 daycare centres, 6 in each of the three groups. The intervention will last approximately 6 months, with baseline assessment prior to ABC implementation and follow-up assessments at 3 and 6 months. Discussion Physical activity is an acknowledged component of a healthy lifestyle and childhood experiences as it has an important impact on lifelong behaviour and health. Opportunities for physical activity and motor development in early childhood may, over the lifespan, influence the maintenance of a healthy body weight and reduce cardiovascular disease risk. If successful, the ABC program may be implemented in daycare centres as an effective way of increasing healthy activity behaviours of preschoolers. Trial registration Current Controlled Trials: ISRCTN94022291. Registered in December 2012, first cluster randomized in April 2013.
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Affiliation(s)
- Kristi B Adamo
- Children's Hospital of Eastern Ontario Research Institute (CHEO-RI), 401 Smyth Road, Ottawa, ON K1H 8 L1, Canada.
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Röttger K, Grimminger E, Kreuser F, Assländer L, Gollhofer A, Korsten-Reck U. Physical activity in different preschool settings: an exploratory study. J Obes 2014; 2014:321701. [PMID: 25089207 PMCID: PMC4095704 DOI: 10.1155/2014/321701] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/26/2014] [Revised: 05/26/2014] [Accepted: 06/01/2014] [Indexed: 11/17/2022] Open
Abstract
INTRODUCTION Physical activity (PA) in preschoolers is vital to protect against obesity but is influenced by different early-life factors. The present study investigated the impact of different preschool programs and selected family factors on preschoolers' PA in different countries in an explorative way. METHODS The PA of 114 children (age = 5.3 ± 0.65 years) attending different preschool settings in four cities of the trinational Upper Rhine region (Freiburg, Landau/Germany, Basel/Switzerland, and Strasbourg/France) was measured by direct accelerometry. Anthropometrical and family-related data were obtained. Timetables of preschools were analyzed. RESULTS Comparing the preschool settings, children from Strasbourg and Landau were significantly more passive than children from Basel and Freiburg (P < .01). With regard to the family context as an important early-life factor, a higher number of children in a family along with the mother's and child's anthropometrical status are predictors of engagement in PA. CONCLUSION More open preschool systems such as those in Basel, Freiburg, and Landau do not lead to more PA "per se" compared to the highly regimented desk-based system in France. Preliminaries such as special training and the number of caregivers might be necessary elements to enhance PA. In family contexts, targeted PA interventions for special groups should be more focused in the future.
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Affiliation(s)
- Katrin Röttger
- Institute of Sport and Sport Science, University of Freiburg, Schwarzwaldstraße 175, 79117 Freiburg, Germany
- *Katrin Röttger:
| | - Elke Grimminger
- Faculty of Psychology and Human Movement Science, Institute of Human Movement Science, University of Hamburg, Turmweg 2, 20148 Hamburg, Germany
| | - Friederike Kreuser
- Institute of Sport and Sport Science, University of Freiburg, Schwarzwaldstraße 175, 79117 Freiburg, Germany
| | - Lorenz Assländer
- Institute of Sport and Sport Science, University of Freiburg, Schwarzwaldstraße 175, 79117 Freiburg, Germany
| | - Albert Gollhofer
- Institute of Sport and Sport Science, University of Freiburg, Schwarzwaldstraße 175, 79117 Freiburg, Germany
| | - Ulrike Korsten-Reck
- Exercise Medicine and Sport, University Medical Center, University of Freiburg, Hugstetter Straße 55, 79106 Freiburg, Germany
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15
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Peñalvo JL, Sotos-Prieto M, Santos-Beneit G, Pocock S, Redondo J, Fuster V. The Program SI! intervention for enhancing a healthy lifestyle in preschoolers: first results from a cluster randomized trial. BMC Public Health 2013; 13:1208. [PMID: 24359285 PMCID: PMC3901339 DOI: 10.1186/1471-2458-13-1208] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2013] [Accepted: 12/16/2013] [Indexed: 11/20/2022] Open
Abstract
Background Unhealthy lifestyles contribute to the development of cardiovascular risk factors, whose incidence is increasing among children and adolescents. The Program SI! is a long-term, multi-target behavioral intervention to promote healthy lifestyle habits in children through the school environment. The objective of the study is to evaluate the efficacy of this intervention in its first phase, preschoolers. Methods Cluster-randomized controlled trial in public schools in the city of Madrid, Spain. A total 24 schools, including 2062 children (3–5 years), 1949 families, and 125 teachers participated in the study. Schools were assigned to their usual school curriculum or to engage in an additional multi-component intervention (Program SI!). The primary outcome of this trial is 1-school year changes from baseline in scores for children’s knowledge, attitudes and habits (KAH). Secondary outcomes are 1-school year changes from baseline in scores for knowledge, attitudes, and habits among parents, teachers, and the school environment. Results After 1-school year, our results indicate that the Program SI! intervention increases children’s KAH scores, both overall (3.45, 95% CI, 1.84-5.05) and component-specific (Diet: 0.93, 95% CI, 0.12-1.75; Physical activity: 1.93, 95% CI, 1.17-2.69; Human body: 0.65, 95% CI, 0.07-1.24) score. Conclusions The Program SI! is demonstrated as an effective and feasible strategy for increasing knowledge and improving lifestyle attitudes and habits among very young children. Trial registration NCT01579708, Evaluation of the Program SI! for Preschool Education: A School-Based Randomized Controlled Trial (Preschool-SI!).
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Affiliation(s)
- José L Peñalvo
- Area of Epidemiology and Populations Genetics, Centro Nacional de Investigaciones Cardiovasculares (CNIC), Calle Melchor Fdez Almagro 3, Madrid 28029, Spain.
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16
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Vanderloo LM, Tucker P, Johnson AM, Holmes JD. Physical activity among preschoolers during indoor and outdoor childcare play periods. Appl Physiol Nutr Metab 2013; 38:1173-5. [PMID: 24053528 DOI: 10.1139/apnm-2013-0137] [Citation(s) in RCA: 53] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Preschoolers' (n = 31) physical activity (PA) levels during indoor and outdoor childcare hours were explored using accelerometers. Participants engaged in 0.54 min/h (SD = 0.59) of moderate-to-vigorous PA (MVPA) and 14.42 min/h (SD = 6.78) of total PA (TPA) indoors compared with 5.03 min/h (SD = 4.92) of MVPA and 31.68 min/h (SD = 0.83) of TPA outdoors. Boys and girls engaged in significantly more TPA outdoors; however, only boys demonstrated a significant increase in MVPA outdoors.
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Affiliation(s)
- Leigh M Vanderloo
- a Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Western Ontario, London, ON H6G 1H1, Canada
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