Most early childhood centers charge preschool teachers with delivering gross motor skill content and providing physical activity (PA) opportunities to children. Little is known regarding preschool teachers’ background and confidence and the extent to which centers meet the Active Start Guidelines (ASGs) for PA. Preschool teachers (N = 102) completed an exploratory survey and the Self-Perception Profile for Adults Athletic Competence subscale. Eighty-eight percent possessed no formal background in physical education (PE)/PA, while most teachers (77%) were not aware of the ASGs. Most participants (92%) reported that they do not provide daily, teacher-led PE/PA programming, and less than half (47%) provided at least 60 min of daily free play. Preschool teachers were found to have below average perceived motor competence. Recommendations are provided for preservice teacher training programs, policymakers, as well as professional development of in-service teachers.
Ali Brian, Adam Pennell, Ryan Sacko, and Michaela Schenkelburg
Ali Brian, Sally Taunton, Chelsee Shortt, Adam Pennell, and Ryan Sacko
The purpose of this study was to examine differences in motor competence, perceived motor competence (PMC), body mass index, and physical activity (PA) and to assess factors that predict PA behaviors of preschool children with and without disabilities. A total of 59 children with (n = 28) and without (n = 31) disabilities participated in the study. Results revealed that children with disabilities had significantly greater amounts of PA than peers without disabilities. There were no significant differences for motor competence, PMC, and body mass index for children with or without a disability. Although age and body mass index were controlled, both disability and PMC significantly predicted PA. Future intervention studies should consider maintaining high levels of PMC, as it is a significant predictor of PA.
Danielle Nesbitt, Sergio Molina, Ryan Sacko, Leah E. Robinson, Ali Brian, and David Stodden
A person’s ability to rise from the floor to a standing position is seen as a precursor for establishing and maintaining bipedal independence. It also is an important primer for the development of other fundamental movement skills and is associated with functional capacity in later life. Thus, the potential importance of developing this movement capability early in life and understanding how it may relate to global function (i.e., motor competence [MC]) across the lifespan may be underestimated. Therefore, this study examined the validity of supine-to-stand test (STS) as a developmental measure of functional MC across childhood into young adulthood using a pre-longitudinal screen approach and examining associations between movement components. STS time also provided a secondary measure of developmental validity in addition to an examination of the concurrent validity of STS against developmentally valid measures of MC (i.e., throwing, kicking, hopping, and standing long jump) in these age groups. Overall, results indicated that cross-sectional data “curves” for the STS components generally fit Roberton’s hypothetical model curves. STS time demonstrated weak to moderate (r = −.28 to −.64) correlations to MC product measures across all age groups indicating that STS time can be considered a valid and reliable measure of MC across childhood into young adulthood.