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Neshteruk C, Burkart S, Flanagan EW, Melnick E, Luecking C, Kracht CL. Policy, systems, and environmental interventions addressing physical activity in early childhood education settings: A systematic review. Prev Med 2023; 173:107606. [PMID: 37414226 PMCID: PMC10699121 DOI: 10.1016/j.ypmed.2023.107606] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/07/2023] [Revised: 05/30/2023] [Accepted: 07/02/2023] [Indexed: 07/08/2023]
Abstract
Policy, systems, and environmental (PSE) approaches can facilitate physical activity in priority populations (e.g., racial and ethnic minority, low wealth groups) within early childhood education (ECE) settings. The purpose of this review was to 1) characterize the inclusion of priority populations within ECE physical activity interventions containing PSE approaches and 2) identify and describe interventions within these populations. Seven databases were systematically searched (January 2000-Febrary 2022) for ECE-based interventions focusing on children (0-6 years) that utilized at least one PSE approach. Eligible studies included a child physical activity or physical activity environment outcome and child or center-level population characteristics. Forty-four studies, representing 42 interventions were identified. For Aim 1, half of interventions included one PSE approach (21/42), with only 11/42 including three or more approaches. Physical environment changes [e.g., adding play equipment, modifying space (25/42)] were the most used PSE approaches followed by system [e.g., integrating activity into routines, (21/42)] and policy [e.g., outdoor time (20/42)] approaches. Nearly half of interventions were conducted in predominantly priority populations (18/42). Studies were primarily rated as good (51%) or fair (38%) methodological quality using the Downs and Black checklist. In Aim 2, of the 12 interventions assessing child physical activity in priority populations, 9/12 reported at least one physical activity outcome in the expected direction. Of the 11 interventions assessing the physical activity environment, 9/11 reported an effect in the expected direction. Findings indicate clear opportunities exist to target priority populations by incorporating PSE approaches in ECE physical activity interventions.
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Affiliation(s)
- Cody Neshteruk
- Department of Population Health Sciences, Duke University School of Medicine, Durham, NC, United States of America.
| | - Sarah Burkart
- Department of Exercise Science, Arnold School of Public Health, University of South Carolina, Columbia, SC, United States of America
| | - Emily W Flanagan
- Pennington Biomedical Research Center, 6400 Perkins Road, Baton Rouge, LA 70808, United States of America
| | - Emily Melnick
- College of Health Solutions, Arizona State University, Phoenix, AZ, United States of America
| | - Courtney Luecking
- Department of Dietetics and Human Nutrition, College of Agriculture, Food and Environment, University of Kentucky, Lexington, KY, United States of America
| | - Chelsea L Kracht
- Pennington Biomedical Research Center, 6400 Perkins Road, Baton Rouge, LA 70808, United States of America
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Liu J, Gao F, Yuan L. Effects of Diversified Sports Activity Module on Physical Fitness and Mental Health of 4-5-Year-Old Preschoolers. IRANIAN JOURNAL OF PUBLIC HEALTH 2021; 50:1233-1240. [PMID: 34540744 PMCID: PMC8410961 DOI: 10.18502/ijph.v50i6.6422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Accepted: 07/11/2020] [Indexed: 11/26/2022]
Abstract
Background: Chinese children are poorer in sports activity as compared to foreign children and their prospects as to physical fitness are not optimistic. This study aimed to discuss the effects of diversified sports activity modules on physical fitness and mental health of preschoolers ages 4–5 years. Methods: Sixty preschoolers aged 4–5-yr-old from two kindergartens in Jiaxing of China were selected randomly during Mar–Oct 2019. These respondents were divided into the experimental group (n=30) and the control group (n=30). The experimental group implemented the diversified sports activity module for 16 wk successively, 5 d per week, and 30–45 min per day. The control group adopted conventional sports activity. The body shape, physical fitness, and mental health of the two groups were measured and compared. Results: For body shape, the height of the experimental group increased is significantly higher than that of the control group. The experimental and control groups show no significant differences in body weight. For physical fitness, the experimental group is significantly superior to the control group in testing results of standing long jump, double-feet continuous jump, balancing on one foot, tennis shot, sit-and-reach, and 10 m repeated run. For mental health, the testing results of action development, language development, and social development of the experimental group are significantly better than those of the control group. Conclusion: The diversified sports activity module is not only conducive to strengthening the physical fitness of 4–5-year-old preschoolers but also improves their mental health.
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Affiliation(s)
- Jinfu Liu
- School of Physical Education and Sport Sciences, Fujian Normal University, Fuzhou, China.,Department of Physical Education and Military Training, Jiaxing University, Jiaxing, China
| | - Feng Gao
- Department of Physical Education and Military Training, Jiaxing University, Jiaxing, China
| | - Lugang Yuan
- Department of Physical Education and Military Training, Jiaxing University, Jiaxing, China
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Toussaint N, Streppel MT, Mul S, Balledux M, van Drongelen K, Janssen M, Fukkink RG, Weijs PJM. The effects of a preschool-based intervention for Early Childhood Education and Care teachers in promoting healthy eating and physical activity in young children: A cluster randomised controlled trial. PLoS One 2021; 16:e0255023. [PMID: 34298547 PMCID: PMC8302250 DOI: 10.1371/journal.pone.0255023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2020] [Accepted: 06/14/2021] [Indexed: 11/18/2022] Open
Abstract
The need for excess weight gain prevention in disadvantaged young children is widely recognised. Early Childhood Education and Care teachers are potential key actors in early interventions to prevent overweight and obesity. This study examines the effects of a preschool-based intervention for teachers in promoting healthy eating and physical activity in young children. A cluster randomised controlled trial was conducted at 41 preschools in a deprived area of Amsterdam, The Netherlands. The intervention consisted of 2 programmes that were applied in succession: A Healthy Start and PLAYgrounds for TODdlers. The study period was 9 months. Primary outcomes were assessed via questionnaires and included teachers' knowledge, attitude, food/activity-related practices, and level of confidence in promoting healthy behaviours. Secondary outcomes in this study were teachers' and children's BMI (z-score), body composition, dietary intake and physical activity level. Intention-to-treat analyses were performed using linear mixed models. In total, 115 teachers and 249 children (mean age 3.0 (0.2) years) were included. A positive effect on teachers' knowledge about the Dutch dietary guidelines was found after the programme A Healthy Start (difference = 1.38; 1-sided 95% CL = 0.29; p = 0.02). This effect was not sustained at 9 months (difference = 0.34; 1-sided 95% CL = -0.76; p = 0.31). The overall intervention had a positive effect on 3 of the 5 attitude statements regarding a healthy lifestyle (difference ranged from 0.34 to 0.55) and on the practice scale Activity-related-Modelling (difference = 0.16; 1-sided 95% CL = 0.06; p = 0.01). No intervention effects were observed on food-related practice scales and the level of confidence in promoting healthy behaviours. At this stage, no effects were seen on teachers' and children's BMI (z-score). This study contributes to the professional development of Early Childhood Education and Care teachers and addresses the call for interventions to prevent overweight/obesity and to minimise health inequalities in young children.
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Affiliation(s)
- Nicole Toussaint
- Faculty of Sports and Nutrition, Center of Expertise Urban Vitality, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands
| | - Martinette T. Streppel
- Faculty of Sports and Nutrition, Center of Expertise Urban Vitality, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands
| | - Sandra Mul
- Faculty of Sports and Nutrition, Center of Expertise Urban Vitality, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands
| | | | | | - Mirka Janssen
- Faculty of Sports and Nutrition, Center of Expertise Urban Vitality, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands
| | - Ruben G. Fukkink
- Faculty of Child Development and Education, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands
- Faculty of Social and Behavioural Sciences, University of Amsterdam, Amsterdam, The Netherlands
| | - Peter J. M. Weijs
- Faculty of Sports and Nutrition, Center of Expertise Urban Vitality, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands
- Department of Nutrition & Dietetics, Amsterdam University Medical Centers, VU University, Amsterdam, The Netherlands
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Battaglia G, Giustino V, Tabacchi G, Alesi M, Galassi C, Modica C, Palma A, Bellafiore M. Effectiveness of a Physical Education Program on the Motor and Pre-literacy Skills of Preschoolers From the Training-To-Health Project: A Focus on Weight Status. Front Sports Act Living 2020; 2:579421. [PMID: 33367276 PMCID: PMC7750875 DOI: 10.3389/fspor.2020.579421] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Accepted: 11/16/2020] [Indexed: 02/01/2023] Open
Abstract
Many studies reported a positive relationship between motor skills, cognitive functions, and school performance in school-age children; however, little is known in preschool children. The aim of the present study was to demonstrate the effectiveness of a physical education program (PEP) on locomotor, object control skills, and pre-literacy cognitive functions in a wide population of preschoolers and verify whether weight status could influence these abilities. In the context of the Training-to-Health Project, a sample of 1,029 preschoolers was recruited in kindergartens from the urban area of Palermo (Italy). Their gross motor and pre-literacy skills were tested before (PRE) and after (POST) following 16 weeks (2 h/week) of a PEP, which included ludic-motor activities aimed at developing body awareness and fundamental motor and perceptual-sensory skills. Analyses of variance (ANOVA) were performed to assess the skills before and after the intervention and to evaluate the effect of different categories of weight status on the examined variables. Regression analyses were conducted to confirm the hypothesized interrelationship between motor and pre-literacy skills in the considered sample. Both locomotor/object control and pre-literacy skills were significantly higher in children after the PEP (p < 0.05). We found 23% of overweight children and no significant difference between weight status classes in both PRE and POST PEP groups. In the POST group, higher locomotor and object control skills were mostly associated with better pre-literacy skills. This study shows that PEP was effective in improving both motor and pre-literacy skills in preschoolers independently from age and gender, while weight status did not affect these skills suggesting that this program can be administrated indifferently in children with different categories of weight status. Therefore, PEP could be a decisive education strategy to enhance motor and cognitive learning in preschool children and to achieve successful academic outcomes.
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Affiliation(s)
- Giuseppe Battaglia
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Valerio Giustino
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Garden Tabacchi
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Marianna Alesi
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Claudia Galassi
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Carmen Modica
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Antonio Palma
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Marianna Bellafiore
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
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