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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.

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Sharon E. Taverno Ross

This paper provides an overview of the growing U.S. Latino population, the obesity disparity experienced by this population, and the role of parents and physical activity in promoting a healthy weight status in Latino preschool children. The main portion of this paper reviews seven intervention

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E. Kipling Webster, Leah E. Robinson and Danielle D. Wadsworth

activity. However, research on the physical activity levels of preschool-age children has shown that children are not meeting physical activity recommendations 3 and tend to be inactive or sedentary for large portions of their day. 4 , 5 In preschool-age children, high amounts of inactivity have been

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Simone A. Tomaz, Trina Hinkley, Rachel A. Jones, Rhian Twine, Kathleen Kahn, Shane A. Norris and Catherine E. Draper

The benefits of physical activity (PA) and meeting PA guidelines are well-established in preschool-aged children (typically defined as children 3–5 y of age), including improved gross motor skills, cognitive development, adiposity, and cardiometabolic health outcomes ( 4 ). Historically, high

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Connie L. Tompkins, Erin K. Shoulberg, Lori E. Meyer, Caroline P. Martin, Marissa Dennis, Allison Krasner and Betsy Hoza

In recent years, several countries, including Canada, the United Kingdom, Australia, and the Unites States, issued physical activity (PA) guidelines for young children. 1 – 4 Although developed independently, each of these guidelines recommend preschool-aged children participate in a total of 3

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Kelly Lynn Mulvey, Sally Taunton, Adam Pennell and Ali Brian

aerobic fitness is associated with better performance on the Stroop Test, a measure of executive function focused on cognitive flexibility ( Buck, Hillman, & Castelli, 2008 ). Research with preschoolers also shows that motor performance is correlated with executive function skills ( Livesey, Keen, Rouse

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Sarah Burkart, Jasmin Roberts, Matthew C. Davidson and Sofiya Alhassan

One of many important goals of preschool is to ensure that children adapt and adjust to the classroom setting, which includes acclimating to the behavioral norms of a classroom. Poor adaptive learning behaviors (ie, high distractibility, inattention, difficulty concentrating, and completing tasks

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Ruri Famelia, Emi Tsuda, Syahrial Bakhtiar and Jacqueline D. Goodway

et al., 2010 ). Schools have been identified as a key environment where Indonesia can begin to develop and implement physical activity interventions for children. An important trend in this idea is the recent addition of wide scale access to preschool. Indonesian children aged 3–5 years now have

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Jerraco L. Johnson, Peter A. Hastie, Mary E. Rudisill and Danielle Wadsworth

variable than gender alone based on the amount of variance explained by each variable. However, Taunton, Mulvey, and Brian ( 2018 ) identified gender stereotypes related to overhand throwing in preschool children, in that young girls identified overhand throwing as a skill that boys should engage in

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Paul M. Wright, Lauriece L. Zittel, Tawanda Gipson and Crystal Williams

Physical development is an important outcome in early childhood education for a number of reasons ( Pica, 2006 ; Sanders, 2002 ). For example, in addition to the direct benefits of increased gross motor and fine motor skills, physical development among preschool-age children (3–5 years old) has