NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1128320
Record Type: Journal
Publication Date: 2017-Mar
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4391
EISSN: N/A
Preschool Daily Patterns of Physical Activity Driven by Location and Social Context
Schlechter, Chelsey R.; Rosenkranz, Richard R.; Fees, Bronwyn S.; Dzewaltowski, David A.
Journal of School Health, v87 n3 p194-199 Mar 2017
Background: Preschool children are recommended to spend at least 15 minutes/hour (25% time) in light-to-vigorous physical activity (total physical activity, TPA). Preschool provider practices, such as whether children are put in small group or whole-group activities, are likely to affect children's TPA levels during preschool. The current study characterized the pattern of physical activity across the preschool day, and examined the relationship of location and social arrangement to TPA. Methods: Fifteen days from 8 preschool classrooms in 2 preschool centers were video-recorded, and children (N = 73, age = 3-6 years, M = 4.36 ± 0.85, Boys = 47%) wore accelerometers for the duration of the preschool day. We observed contextual variables of time (ie, morning or afternoon), location (ie, indoor or outdoor), and for a subsample, social arrangement (ie, activity centers, small group, whole group). Results: Across the whole day, children spent 69.5 ± 12.4% time sedentary/inactive and 30.5 ± 13.5% time in TPA. Children spent a significantly greater percentage of time in TPA outdoors, compared to indoors (t = 10.00, p < 0.001), and while in small groups compared to whole groups (t = 3.35, p = 0.009). Conclusion: Children spent approximately 30% of the preschool day in TPA. Providing more time outdoors and restructuring preschool activities from whole group to small group could increase the amount of TPA that children accumulate during preschool.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A