There are a multitude of health and developmental benefits associated with engaging in physical activity and limiting the amount of time spent sedentary in preschool-aged children (2–4 y) ( 7 , 31 ). The World Health Organization recommends that preschool-aged children should participate in 180
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Efficacy of a Physical Activity e-Learning Course Delivered to Early Childhood Educators on Preschoolers’ Physical Activity and Sedentary Behaviors: A Cluster Randomized Controlled Trial
Matthew Bourke, Brianne A. Bruijns, Kendall Saravanamuttoo, Leigh M. Vanderloo, and Patricia Tucker
Longitudinal Association of Changes in Parental Correlates With Screen Time in Chinese Preschoolers
Yan Wu and Sunyue Ye
Preschooler screen time (ST) refers to the time preschool children spend on related behaviors based on screen devices, such as watching televisions, computers, cell phones, and tablets 1 , 2 ; these may be closely related to some physical and mental health problems, such as obesity, depression
Prevalence and Correlates of Meeting Physical Activity Guidelines Among Colombian Children and Adolescents
Silvia A. González, Olga L. Sarmiento, Peter T. Katzmarzyk, Jean-Philippe Chaput, Diana M. Camargo-Lemos, and Mark S. Tremblay
Regular physical activity (PA) is one of the most important behaviors for health promotion and disease prevention. 1 Among preschoolers, PA is associated with improved motor and cognitive development, better psychosocial and metabolic health, and favorable fitness and bone health. 2 Similarly, in
Encouraging “Active Learning”: Assessing Implementation of Head Start’s Physical Activity Requirements Within the Teaching and Learning Environment
Sandy J. Slater, Anmol Sanghera, Yadira Herrera, and Jamie F. Chriqui
In the United States, young children, including those in preschool (under 5 y) from low-income families, are more likely to be obese. 1 Regular physical activity (PA) is one health behavior that prevents obesity and promotes cardiovascular health, 2 yet only half of children meet current daily PA
How Teacher Verbal Prompting and Demonstrated Modeling Correlate to Preschooler’s Physical Activity Levels
Alexandra V. Carroll, Katherine E. Spring, Darby Winkler, Kameron Suire, and Danielle D. Wadsworth
Current physical activity recommendations in the United States suggest that preschool-aged children participate in physical activity throughout the day, with a variety of activity types and at different intensities. 1 Although the benefits of physical activity and risks of physical inactivity are
Preschool-Based Physical Activity Interventions in African American and Latino Preschoolers: A Literature Review
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
Motor Competence Levels in Young Children: A Cross-Cultural Comparison Between Belgium and Greece
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
Feasibility of Integrating Physical Activity Into Early Education Learning Standards on Preschooler’s Physical Activity Levels
Sofiya Alhassan, Christine W. St. Laurent, Sarah Burkart, Cory J. Greever, and Matthew N. Ahmadi
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
Interventions to Increase Physical Activity in Children Aged 2-5 Years: A Systematic Review
Jiying Ling, Lorraine B. Robbins, Fujun Wen, and Wei Peng
Comprehensive evaluation of prior interventions designed to increase preschoolers’ physical activity is lacking. This systematic review aimed to examine the effect of interventions on objectively measured physical activity in children aged 2–5 years. We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. In May 2014, we searched PubMed, CINAHL, PsycINFO, ERIC, SPORTDiscus, Cochrane, and Embase. Two reviewers independently identified and appraised the studies. Twenty-four articles describing 23 independent studies and 20 unique interventions met inclusion criteria. Of the 8 interventions resulting in a significant effect in objectively measured physical activity, all were center-based and included a structured physical activity component, 6 included multiple components, 5 integrated theories or models, and 4 actively involved parents. Seven of the 8 were randomized controlled trials. Due to the heterogeneity of the study designs, physical activity measures, and interventions, drawing definitive conclusions was difficult. Although the overall intervention effect was less than optimal, the review indicated that theory-driven, multicomponent interventions including a structured physical activity component and targeting both parents and their children may be a promising approach for increasing preschoolers’ physical activity and warrant continued investigation using rigorous designs to identify those that are most effective.
Physical Activity, Glycemic Variability, and Parental Hypoglycemia Fear in Preschoolers With Type 1 Diabetes
Susana R. Patton, Alexandra D. Monzon, Amy E. Noser, and Mark A. Clements
children. Very young children (including preschoolers) engage in a unique pattern of physical activity that is different from older children and adolescents, suggesting it is important to study their MVPA, glycemic variability, and potential barriers to MVPA separately. Specifically, during early childhood
