Search Results

The purpose of this review was to assess the effectiveness of physical activity (PA) interventions in African American and Latino/Hispanic preschool children. A systematic search was conducted for English-language printed research articles published between January 1980 and December 2017. The inclusion criteria for studies in this review were that they were experimental PA studies conducted in the preschool setting in the United States that targeted African American/Black or Latino/Hispanic children between the ages of 2.9 and 5 years. A total of 1,533 articles were located, of which 10 met the inclusion criteria. Overall, studies reported positive changes in preschool-day PA levels, yet only 2 reported significant improvements in total daily PA. Limited scientific literature suggests that preschool-based interventions are effective in improving aspects of PA during the preschool day for children of color. However, minimal evidence exists on the effectiveness of these interventions in changing total daily PA.

Background: Poor adaptive learning behaviors (ie, distractibility, inattention, and disruption) are associated with behavior problems and underachievement in school, as well as indicating potential attention-deficit hyperactivity disorder. Strategies are needed to limit these behaviors. Physical activity (PA) has been suggested to improve behavior in school-aged children, but little is known about this relationship in preschoolers. This study examined the effects of a PA intervention on classroom behaviors in preschool-aged children. Methods:Eight preschool classrooms (n = 71 children; age = 3.8 ± 0.7 y) with children from low socioeconomic environments were randomized to a locomotor-based PA (LB-PA) or unstructured free playtime (UF-PA) group. Both interventions were implemented by classroom teachers and delivered for 30 minutes per day, 5 days per week for 6 months. Classroom behavior was measured in both groups at 3 time points, whereas PA was assessed at 2 time points over a 6-month period and analyzed with hierarchical linear modeling. Results:Linear growth models showed significant decreases in hyperactivity (LB-PA: −2.58 points, P = .001; UF-PA: 2.33 points, P = .03), aggression (LB-PA: −2.87 points, P = .01; UF-PA: 0.97 points, P = .38) and inattention (LB-PA: 1.59 points, P < .001; UF-PA: 3.91 points, P < .001). Conclusions: This research provides promising evidence for the efficacy of LB-PA as a strategy to improve classroom behavior in preschoolers.

This pilot study examined the effects of a teacher-taught, locomotor skill (LMS)- based physical activity (PA) program on the LMS and PA levels of minority preschooler-aged children. Eight low-socioeconomic status preschool classrooms were randomized into LMS-PA (LMS-oriented lesson plans) or control group (supervised free playtime). Interventions were delivered for 30 min/day, five days/week for six months. Changes in PA (accelerometer) and LMS variables were assessed with MANCOVA. LMS-PA group exhibited a significant reduction in during-preschool (F (1,16) = 6.34, p = .02, d = 0.02) and total daily (F (1,16) = 9.78, p = .01, d = 0.30) percent time spent in sedentary activity. LMS-PA group also exhibited significant improvement in leaping skills, F (1, 51) = 7.18, p = .01, d = 0.80). No other, significant changes were observed. The implementation of a teacher-taught, LMS-based PA program could potentially improve LMS and reduce sedentary time of minority preschoolers.

This study examined the validity of commonly used regression equations for the Actigraph and Actical accelerometers in predicting energy expenditure (EE) in children and adolescents. Sixty healthy (8–16 yrs) participants completed four treadmill (TM) and five self-paced activities of daily living (ADL). Four Actigraph (AG) and three Actical (AC) regression equations were used to estimate EE. Bias (±95% CI) and root mean squared errors were used to assess the validity of the regression equations compared with indirect calorimetry. For children, the Freedson (AG) model accurately predicted EE for all activities combined and the Treuth (AG) model accurately predicted EE for TM activities. For adolescents, the Freedson model accurately predicted EE for TM activities and the Treuth model accurately predicted EE for all activities and for TM activities. No other equation accurately estimated EE. The percent agreement for the AG and AC equations were better for light and vigorous compared with moderate intensity activities. The Trost (AG) equation most accurately classified all activity intensity categories. Overall, equations yield inconsistent point estimates of EE.

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.

The purpose of this study was to compare blood lipid responses to continuous versus accumulated exercise. Nine participants completed the following conditions on separate occasions by treadmill walking/jogging at 70% of VO_2max : 1) one 500-kcal session and 2) three 167 kcal sessions. Total cholesterol (TC), high-density lipoprotein cholesterol (HDL-C), and triglycerides (TG) concentrations were measured from serum samples obtained 24 h prior to and 24 and 48 h after exercise. All blood lipid responses were analyzed in 2 (condition) × 3 (time) repeated measures ANOVAs. HDL-C increased by 7 mg/dL over baseline at 48 h post-exercise with three accumulated sessions versus 2 mg/dL with continuous exercise (P < 0.05). Triglyceride concentrations were unchanged in both conditions. These findings suggest that three smaller bouts accumulated on the same day may have a modestly greater effect for achieving transient increases in HDL-C compared to a continuous bout of similar caloric expenditure.