Data previously available from Research Connections are now available from the Child & Family Data Archive. Child care and early education research, publications and other resources remain on Research Connections.

For the best experience, please use Chrome, Firefox, Safari, or Edge.

The impact of a teacher-led structured physical activity session on preschoolers' sedentary and physical activity levels

Resource Type: Reports & Papers
Author(s): Van Cauwenberghe, Eveline; De Craemer, Marieke; De Decker, Ellen; De Bourdeaudhuij, Ilse; Cardon, Greet;
Date Issued: September, 2013
Description: The purpose of this observational study was to examine differences in preschoolers' sedentary time and physical activity (PA) participation between preschool-attending weekdays with and without a teacher-led structured PA session. Design: A sample of 200 preschoolers (5.3 +/- 0.4 y; 113 boys) from 26 preschools in Flanders, Belgium were included in data analysis. Methods: Participants wore a GT1M ActiGraph accelerometer on one preschool-attending weekday with and on one preschool-attending weekday without the provision of a teacher-led structured PA session. Preschoolers' sedentary time, light PA, and moderate-to-vigorous physical activity (MVPA) during the time in preschool (08:00-16:00h) and after preschool (16:00-20:00h) were estimated. To assess differences in the outcome measures between both days, multi-level linear regression models were conducted. Results: During the time at preschool, lower sedentary levels ([beta] = 13.0min; SE=1.6; p < 0.001) and higher light PA ([beta] = 2.9min; SE=0.7 p < 0.001) and MV PA levels ([beta] = 10.1min; SE=1.1; p < 0.001) were prevalent on days with a structured PA session compared to days without a structured PA session in both boys and girls. After preschool, no differences were found between both days in sedentary time ([beta] = 0.7; SE=1.4; p > 0.05), light PA ([beta] = 0.3; SE=0.5; p > 0.05), and MVPA ([beta] = 0.3; SE=0.9; p > 0.05). Conclusions: The results demonstrate that no compensatory changes were found after preschool for the structured PA session during the preschool hours. Therefore, a teacher-led structured PA session integrated in the preschool curriculum is a promising mean to decrease sedentary time and to increase PA in preschool-aged boys and girls. (author abstract)
show entire record ↓
Funder(s): Fonds voor Wetenschappelijk Onderzoek--Vlaanderen (Research Foundation--Flanders)
Journal Title: Journal of Science and Medicine in Sport
Volume Number: 16
Issue Number: 5
Page Range: 422-426
Topics: International Child Care & Early Education > Single-Country Studies

Programs, Interventions & Curricula > Interventions/Curricula > Physical & Mental Health, Safety & Nutrition
Country: Belgium
ISSN: 1878-1861 Online
1440-2440 Paper
Peer Reviewed: yes
hide record ↑

Our Search Engine Recommends...

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Time trends: A ten-year comparison (2005-2015) of pedometer-determined physical activity and obesity in Czech preschool children Reports & Papers
Seasonal changes in preschoolers' sedentary time and physical activity at childcare Reports & Papers
Active play opportunities at child care Reports & Papers
Longitudinal levels and bouts of objectively measured sedentary time among young Australian children in the HAPPY study Reports & Papers
Child care center characteristics associated with preschoolers' physical activity Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.