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Physical Activity–Related and Weather-Related Practices of Child Care Centers From 2 States

Sarah C. Ball, Matthew W. Gillman, Meghan Mayhew, Rebecca J. Namenek Brouwer, and Sara E. Benjamin Neelon

Background:

Young children’s physical activity (PA) is influenced by their child care environment. This study assessed PA practices in centers from Massachusetts (MA) and Rhode Island (RI), compared them to best practice recommendations, and assessed differences between states and center profit status. We also assessed weather-related practices.

Methods:

Sixty percent of MA and 54% of RI directors returned a survey, for a total of 254. Recommendations were 1) daily outdoor play, 2) providing outdoor play area, 3) limiting fixed play structures, 4) variety of portable play equipment, and 5) providing indoor play area. We fit multivariable linear regression models to examine adjusted associations between state, profit status, PA, and weather-related practices.

Results:

MA did not differ from RI in meeting PA recommendations (β = 0.03; 0.15, 0.21; P = .72), but MA centers scored higher on weather-related practices (β = 0.47; 0.16, 0.79; P = .004). For-profit centers had lower PA scores compared with nonprofits (β = −0.20; 95% CI: −0.38, −0.02; P = .03), but they did not differ for weather (β = 0.12; −0.19, 0.44; P = .44).

Conclusions:

More MA centers allowed children outside in light rain or snow. For-profit centers had more equipment—both fixed and portable. Results from this study may help inform interventions to increase PA in children.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 12 (2015): Issue 2 (Feb 2015)

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Three-Year Follow-Up of an Early Childhood Intervention: What About Physical Activity and Weight Status?

Lisa M. Barnett, Avigdor Zask, Lauren Rose, Denise Hughes, and Jillian Adams

Background:

Fundamental movement skills are a correlate of physical activity and weight status. Children who participated in a preschool intervention had greater movement skill proficiency and improved anthropometric measures (waist circumference and BMI z scores) post intervention. Three years later, intervention girls had retained their object control skill advantage. The study purpose was to assess whether at 3-year follow up a) intervention children were more physically active than controls and b) the intervention effect on anthropometrics was still present.

Methods:

Children were assessed at ages 4, 5, and 8 years for anthropometric measures and locomotor and object control proficiency (Test of Gross Motor Development-2). At age 8, children were also assessed for moderate to vigorous physical activity (MVPA) (using accelerometry). Several general linear models were run, the first with MVPA as the outcome, intervention/control, anthropometrics, object control and locomotor scores as predictors, and age and sex as covariates. The second and third models were similar, except baseline to follow-up anthropometric differences were the outcome.

Results:

Overall follow-up rate was 29% (163/560), with 111 children having complete data. There were no intervention control differences in either MVPA or anthropometrics.

Conclusion:

Increased skill competence did not translate to increased physical activity.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 12 (2015): Issue 3 (Mar 2015)

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Defining and Measuring Active Play Among Young Children: A Systematic Review

Stephanie Truelove, Leigh M. Vanderloo, and Patricia Tucker

Background:

Many young children are not meeting the Canadian physical activity guidelines. In an effort to change this, the term active play has been used to promote increased physical activity levels. Among young children, physical activity is typically achieved in the form of active play behavior. The current study aimed to review and synthesize the literature to identify key concepts used to define and describe active play among young children. A secondary objective was to explore the various methods adopted for measuring active play.

Methods:

A systematic review was conducted by searching seven online databases for English-language, original research or reports, and were eligible for inclusion if they defined or measured active play among young children (ie, 2 to 6 years).

Results:

Nine studies provided a definition or description of active play, six measured active play, and 13 included both outcomes. While variability in active play definitions did exist, common themes included: increased energy exerted, rough and tumble, gross motor movement, unstructured, freely chosen, and fun. Alternatively, many researchers described active play as physical activity (n = 13) and the majority of studies used a questionnaire (n = 16) to assess active play among young children.

Conclusion:

Much variability in the types of active play, methods of assessing active play, and locations where active play can transpire were noted in this review. As such, an accepted and consistent definition is necessary, which we provide herein.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 14 (2017): Issue 2 (Feb 2017)

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Do Perceptions of Competence Mediate The Relationship Between Fundamental Motor Skill Proficiency and Physical Activity Levels of Children in Kindergarten?

Jeff R. Crane, Patti J. Naylor, Ryan Cook, and Viviene A. Temple

Background:

Perceptions of competence mediate the relationship between motor skill proficiency and physical activity among older children and adolescents. This study examined kindergarten children’s perceptions of physical competence as a mediator of the relationship between motor skill proficiency as a predictor variable and physical activity levels as the outcome variable; and also with physical activity as a predictor and motor skill proficiency as the outcome.

Methods:

Participants were 116 children (mean age = 5 years 7 months, 58% boys) from 10 schools. Motor skills were measured using the Test of Gross Motor Development-2 and physical activity was monitored through accelerometry. Perceptions of physical competence were measured using The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, and the relationships between these variables were examined using a model of mediation.

Results:

The direct path between object control skills and moderate-vigorous physical activity (MVPA) was significant and object control skills predicted perceived physical competence. However, perceived competence did not mediate the relationship between object control skills and MVPA.

Conclusions:

The significant relationship between motor proficiency and perceptions of competence did not in turn influence kindergarten children’s participation in physical activity. These findings support concepts of developmental differences in the structure of the self-perception system.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 12 (2015): Issue 7 (Jul 2015)

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Reliability of the Pictorial Scale of Perceived Movement Skill Competence in 2 Diverse Samples of Young Children

Lisa M. Barnett, Leah E. Robinson, E. Kipling Webster, and Nicola D. Ridgers

Background:

The purpose was to determine the reliability of an instrument designed to assess young children’s perceived movement skill competence in 2 diverse samples.

Methods:

A pictorial instrument assessed 12 perceived Fundamental Movement Skills (FMS) based on the Test of Gross Motor Development 2nd edition. Intra-Class Correlations (ICC) and internal consistency analyses were conducted. Paired sample t tests assessed change in mean perceived skill scores. Bivariate correlations between the intertrial difference and the mean of the trials explored proportional bias.

Results:

Sample 1 (S1) were culturally diverse Australian children (n = 111; 52% boys) aged 5 to 8 years (mean = 6.4, SD = 1.0) with educated parents. Sample 2 (S2) were racially diverse and socioeconomically disadvantaged American children (n = 110; 57% boys) aged 5 to 10 years (mean = 6.8, SD = 1.1). For all children, the internal consistency for 12 FMS was acceptable (S1 = 0.72, 0.75, S2 = 0.66, 0.67). ICCs were higher in S1 (0.73) than S2 (0.50). Mean changes between trials were small. There was little evidence of proportional bias.

Conclusion:

Lower values in S2 may be due to differences in study demographic and execution. While the instrument demonstrated reliability/internal consistency, further work is recommended in diverse samples.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 12 (2015): Issue 8 (Aug 2015)

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Objective Analysis of Preschoolers’ Physical Activity Patterns During Free Playtime

Cory J. Greever, John Sirard, and Sofiya Alhassan

Background:

The purpose of this study was to examine the temporal patterns of preschoolers’ physical activity (PA) levels during a typical outdoor free playtime.

Methods:

Baseline playtime accelerometer counts (4.3 ± 0.8 days) from 3 preschool PA intervention studies were used (n = 326 children, age = 4.0 ± 0.8 years). Data were collected using 15-second epochs and classified into sedentary, light, or moderate-tovigorous physical activity (MVPA). Patterns of change during playtime were analyzed using orthogonal polynomial comparisons.

Results:

For all ages, there was a U-shaped pattern of change for the percent of epochs classified as sedentary [F(1, 323) = 47.12, P < .001) and an inverted U-shaped pattern of change for the percent of epochs classified as MVPA [F(1,323) = 32.15, P < .001]. Age-stratified analyses indicated that the 3-year-olds maintained the decrease in sedentary time [F(2,323) = 6.408, P = .002] and the increase in MVPA [F(2,323) = 3.2, P = .04] to a greater extent than the 4- and 5-year-olds.

Conclusions:

Preschool children gradually became more active during the first 10 to 15 minutes of outdoor gross motor playtime and less active over the final 10 to 15 minutes of playtime. During the second half of playtime 3-year-olds maintained these changes to a greater degree than 4- and 5-year-olds.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 12 (2015): Issue 9 (Sep 2015)

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Motor Coordination, Activity, and Fitness at 6 Years of Age Relative to Activity and Fitness at 10 Years of Age

Michele Caroline de Souza, Raquel Nichele de Chaves, Vitor Pires Lopes, Robert M. Malina, Rui Garganta, André Seabra, and José Maia

Background:

Health benefits of physical activity (PA) and physical fitness (PF) are reasonably well established, but tracking studies of PA and PF in childhood have not ordinarily considered the role of motor coordination.

Objectives:

To compare the growth status, gross motor coordination (GMC), PA, and PF characteristics of children at 6 years of age relative to aerobic fitness (fit, unfit) and PA (active, sedentary) at 10 years.

Methods:

285 primary school children (142 girls, 143 boys) resident on the 4 main Azorean islands, Portugal, were measured annually (in the fall) from 6 to 10 years. ANOVA and t tests were computed with SPSS 17.

Results:

Children with either high aerobic fitness or with high level of PA at 10 years of age tended to have a more favorable profile at 6 years compared with those with low fitness or low activity, respectively. Children who were both fit and active at 10 years of age had a more favorable activity and fitness profile and had better GMC at 6 years compared with children who were unfit and sedentary.

Conclusions:

Results highlight the need to consider not only PA, but also PF and GMC in health promotion through the primary school years.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 11 (2014): Issue 6 (Aug 2014)

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Prospective Association Between 24-Hour Movement Behaviors and Fundamental Movement Skills in Chinese Preschoolers During the COVID-19 Pandemic: A Compositional and Reallocation Analysis

Huiqi Song, Patrick W.C. Lau, Jing-Jing Wang, Peng Zhou, and Lei Shi

sleep duration + weekend nighttime sleep duration) × 2]/7. This method has been validated in preschoolers through comparisons with sleep logs and objective actigraphy. 17 Fundamental Movement Skills The Test of Gross Motor Development: Third Edition (TGMD-3) is a direct observation, process

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Ahead of Print

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Motor Skills and Participation in Middle Childhood: A Direct Path for Boys, a Mediated Path for Girls

Elnaz Emadirad, Brad W.N. Temple, Stephanie C. Field, Patti-Jean Naylor, and Viviene A. Temple

anonymity. Measures The Test of Gross Motor Development-2 (TGMD-2) 29 was used to measure the fundamental motor skill proficiency of the children. The test involves the assessment of 12 motor skills in 2 subtests: locomotor skills (run, hop, gallop, horizontal jump, leap, and slide) and object control

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 18 (2021): Issue 3 (Mar 2021)

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A Longitudinal Analysis Examining the Associations of Tummy Time With Active Playtime, Screen Time, and Sleep Time

Limin Buchanan, Huilan Xu, Lyndel Hewitt, Sarah Taki, and Li Ming Wen

suggests some positive associations between tummy time and a range of infants’ health outcomes. 10 Tummy time has been found to be positively associated with gross motor development and the ability to move in prone, supine, and crawling. 11 Infants who practice tummy time less than 3 times per day are

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 18 (2021): Issue 10 (Oct 2021)