Obesity-related health behaviors (ORHBs) have been identified as risk factors for increased unhealthy weight gain in preschoolers (2.9–5 y). 1 – 3 ORHBs include low physical activity (PA), obesogenic dietary intake patterns (lower fruit and vegetable consumption, greater consumption of energy
Sofiya Alhassan, Christine W. St. Laurent, Sarah Burkart, Cory J. Greever and Matthew N. Ahmadi
Sofiya Alhassan, Christine W. St. Laurent and Sarah Burkart
could potentially reduce the detrimental impact of physical-inactivity-related health outcomes as children age. Therefore, experts have recommended that physical activity interventions be initiated as early as possible (i.e., preschool age; U.S. Department of Health and Human Services, 2008 ). Due to
Eva D’Hondt, Fotini Venetsanou, Antonis Kambas and Matthieu Lenoir
physical education policies ( Bardid et al., 2015 ; Brian et al., 2018 ) as part of the outer layers of Bronfenbrenner’s ecological model for child development ( Bronfenbrenner, 1979 ). To begin with, a near universal enrolment (ranging from 98–100%) of 3- to 5-year-olds in preschool education is reported
Mirko Brandes, Berit Steenbock and Norman Wirsik
what extent the published METs can also be applied to preschoolers. 1 Although some research has been done on predicting EE for different activities in preschoolers, it is, however, limited due to the use of direct observation (and again rigid estimates of METs) as the criterion measurement, as was
Ali Brian, Adam Pennell, Ryan Sacko and Michaela Schenkelburg
proficient MC and participate in PA during early childhood to combat the negative developmental trajectories associated with an unhealthy weight status. In response to these concerns, multiple organizations have established guidelines or standards that address motor skill development and PA in preschools. In
Berit Steenbock, Marvin N. Wright, Norman Wirsik and Mirko Brandes
, and are increasingly being used in studies with very young children ( Hills et al., 2014 ). However, traditional linear model equations developed for activity count-based data do not provide accurate estimates of EE in preschoolers ( Janssen et al., 2013 ; Reilly et al., 2006 ). Because the
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
Lisa M. Barnett, Avigdor Zask, Lauren Rose, Denise Hughes and Jillian Adams
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.
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.
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.
Increased skill competence did not translate to increased physical activity.
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
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