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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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Ali Brian, Sally Taunton, Chelsee Shortt, Adam Pennell and Ryan Sacko

MC, to promote PA behaviors. Differential Effects of Disability The second purpose of this study was to examine differences among preschool children with and without disabilities in BMI, PA, MC, and PMC. Interestingly, the BMI of children in this study with disabilities was not significantly

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Ali Brian, Farid Bardid, Lisa M. Barnett, Frederik J.A. Deconinck, Matthieu Lenoir and Jacqueline D. Goodway

. Belgian children displayed higher scores on locomotor and object control skills than US children, which may be explained by differences in physical activity contexts such as physical education. In Belgium, preschool children have the opportunity to develop their motor skills through physical education

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Haixia Guo, Michaela A. Schenkelberg, Jennifer R. O’Neill, Marsha Dowda and Russell R. Pate

-derived PA levels of 198 preschool children aged 3–4 years. Children with more developed MSs were found to be significantly more active than those with poorer motor scores. However, that study did not investigate the association between MS performance and BMI with preschoolers’ PA. Therefore, the aim of this

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Jason A. Mendoza, Jessica McLeod, Tzu-An Chen, Theresa A. Nicklas and Tom Baranowski

Background:

Childhood obesity is at record high levels in the US and disproportionately affects Latino children; however, studies examining Latino preschool children’s obesity-related risk factors are sparse. This study determined correlates of Latino preschoolers’ (ages 3–5 years) adiposity to inform future obesity interventions and policies.

Methods:

Latino preschoolers (n = 96) from 4 Head Start centers in Houston, Texas were recruited. Parents reported acculturation and neighborhood safety. Children’s and parents’ height and weight were measured. Children’s television (TV) viewing was measured by TV diaries and physical activity by accelerometers. Linear regression was used with body mass index (BMI) z-score as the dependent variable and covariates sequentially added and retained in 4 blocks: 1) child age, gender, parent education, and BMI; 2) neighborhood safety and parent and child acculturation; 3) TV viewing; and 4) moderate-to-vigorous physical activity (MVPA).

Results:

In the final model (n = 96), only neighborhood disorder (β = 0.30, P = .005) and MVPA (β = –0.21, P = .049) were significantly associated with BMI z-score.

Conclusions:

Among Latino preschoolers, higher neighborhood disorder and lower MVPA were associated with greater children’s BMI z-scores.

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Jerraco L. Johnson, Mary E. Rudisill, Peter A. Hastie and Julia Sassi

education climate for preschool children . Physical Education and Sport Pedagogy, 23 ( 1 ), 37 – 53 . 10.1080/17408989.2017.1341476 Hastie , P.A. , Rudisill , M.E. , & Wadsworth , D.D. ( 2013 ). Providing students with voice and choice: Lessons from intervention research on autonomy

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Simone A. Tomaz, Alessandra Prioreschi, Estelle D. Watson, Joanne A. McVeigh, Dale E. Rae, Rachel A. Jones and Catherine E. Draper

odds of being overweight and obese at 16–18 years, respectively. 3 Physical activity (PA), sleep, gross motor skills (GMS), and sedentary behavior (SB) are some of the important factors associated with obesity in preschool children. International 24-hour movement guidelines recommend that preschool

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Karin A. Pfeiffer, Marsha Dowda, Kerry L. McIver and Russell R. Pate

This study examined correlates of objectively measured physical activity (PA) in a diverse sample of preschool children (age 3–5 years; n = 331). Accelerometer min·hr−1 of moderate-to-vigorous physical activity (MVPA) and nonsedentary activity (NSA) were the outcome measures. Correlations among potential correlates and PA ranged from r = −0.12−0.26. Correlates in the final MVPA model were age, race, sex, BMI Z score, and parent perception of athletic competence, explaining 37% of the variance. The NSA model included the latter two variables, explaining 35% of the variance. Demographic factors were correlates of PA; parent perceptions of children’s competence may be important regarding preschoolers’ PA.

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Susana Vale, Rute Santos, Pedro Silva, Luísa Soares-Miranda and Jorge Mota

The purpose of this study was twofold: first to document the gender differences in Moderate to Vigorous Physical Activity (MVPA) according to two epoch systems (5 vs. 60 s) in preschoolers, and, second to document the differences in physical activity (PA) patterns according to two different epoch choices. The sample comprised 59 preschoolers (31 girls) aged 2–5 years old. PA was assessed by accelerometer during school hours. The time spent in MVPA was significantly higher (p < .001) when a 5-s epoch was considered compared to the 60-s epoch, regardless gender. Further, it was found a difference of ?17 min difference between the 2 epoch systems for MVPA. Different epoch times might affect the time spent in MVPA among preschool children.

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James H. Rimmer and Luke E. Kelly

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.