Active Learning Norwegian Preschool(er)s (ACTNOW) – Design of a Cluster Randomized Controlled Trial of Staff Professional Development to Promote Physical Activity, Motor Skills, and Cognition in Preschoolers

Aadland, Eivind; Tjomsland, Hege Eikeland; Johannessen, Kjersti; Nilsen, Ada Kristine Ofrim; Resaland, Geir Kåre; Glosvik, Øyvind; Lykkebø, Osvald; Stokke, Rasmus; Andersen, Lars Bo; Anderssen, Sigmund Alfred; Pfeiffer, Karin A.; Tomporowski, Phillip D.; Størksen, Ingunn; Bartholomew, John B.; Ommundsen, Yngvar; Howard, Steven J.; Okely, Anthony D.; Aadland, Katrine Nyvoll

doi:10.3389/fpsyg.2020.01382

Cited by 15 publications

(13 citation statements)

References 151 publications

(267 reference statements)

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“…This is especially relevant given that there are various authors that evidence that teachers, despite recognizing the importance of motor skills in the preschool stage, spend less time learning FMS than other skills because they do not feel sufficiently prepared to address their assessment and teaching ( Padial-Ruz et al, 2019 ; García-Marín and Fernández-López, 2020 ). There are many teachers who manifest a lack of training in this regard as well as a lack of tools and resources in this area ( Aadland et al, 2020 ; Lawson et al, 2021 ). This makes increasing the motor training and competence level in professional staff in the preschool sector has become an international challenge ( Aadland et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…There are many teachers who manifest a lack of training in this regard as well as a lack of tools and resources in this area ( Aadland et al, 2020 ; Lawson et al, 2021 ). This makes increasing the motor training and competence level in professional staff in the preschool sector has become an international challenge ( Aadland et al, 2020 ). As has already been noted, this study provides some elements to achieve it.…”

Section: Discussionmentioning

confidence: 99%

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Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

2022

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Fundamental motor skills (FMS) of children can be affected by different variables, such as executive functions (EF), gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners’ teachers completed the Childhood Executive Functioning Inventory to know the children level of EF (working memory and inhibition control). Kindergarteners’ parents complimented ad hoc questionnaire reporting the children gender and birth data (to know their relative age). A Nomothetic/Punctual/Multidimensional observational design was used to observe children FMS in their habitual motor sessions at school. Two-way ANOVAs were performed to know the independent and interactive effects of working memory level (lower/higher), inhibition control level (lower/higher), gender (boys/girls) and relative age (according to the birth semester in the year) on FMS. Results showed these variables have independent and interactive effects on some FMS, but not on others. FMS influenced by these variables vary depending what independent variable(s) is/are considered. Therefore, it can be concluded that the influences of teacher-rated EF, gender and relative age on observed FMS in kindergarteners are complex and specific. Results obtained must be taken into to design and implement instructional and intervention strategies, as well as educational and sport policy changes, especially in early childhood, when FMS are more malleable.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

2022

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“…Assessing FITness in PREschoolers (PREFIT) ( 14 ) includes seven test items covering three health-related (body composition, cardiovascular fitness, and muscular strength) and three skill-related components (agility-speed, power, and balance). PREFIT is widely used in eight countries: Spain (n = 11) ( 14 , 20 – 28 , 72 ), Sweden (n = 6) ( 29 – 32 , 65 , 66 ), China (n = 1) ( 73 ), Estonia (n = 1) ( 36 ), Norway (n = 1) ( 33 ), Italy (n = 1) ( 37 ), Chile (n = 1) ( 89 ), Turkey (n=1) ( 88 ), and Serbia (n = 1) ( 38 ).…”

Section: Resultsmentioning

confidence: 99%

Field-based physical fitness assessment in preschool children: A scoping review

Maimaitijiang

Shen

et al. 2022

Front. Pediatr.

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Physical fitness, which can be measured using various health- and skill-related components, is an important indicator of child development and health status. This study undertakes a scoping review on physical fitness assessment methods in preschool children to summarize the most widely used field-based physical fitness batteries and specific test items for preschool children. A search of the literature in English was undertaken using two major electronics databases, which yielded 76 literatures that met the inclusion and exclusion criteria. These literatures took the quantitative indicators of physical fitness as the outcome variables in 3–6-year-old children. This review found that of these 76 literatures analyzed, 71.1% came from Europe and 89.5% were published after 2010. The results showed six physical fitness test batteries, with the assessing FITness in PREschoolers (PREFIT) battery is the most widely used, and specific test items such as body mass index (BMI), standing long jump, handgrip, one-leg stance, sit and reach, 20 m shuttle run test (SRT)-PREFIT, and 4 × 10 m SRT are widely used in corresponding components. Therefore, we recommend that an international standard for some specific test items should be developed for preschool children to facilitate more widespread adoption and promote physical fitness assessment for preschool children.

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“…We have previously published a detailed description of the study protocol ( Aadland et al, 2020c ) and therefore provide only a brief overview of the relevant procedures herein.…”

Section: Methodsmentioning

confidence: 99%

The Multivariate Physical Activity Signatures Associated With Self-Regulation, Executive Function, and Early Academic Learning in 3–5-Year-Old Children

et al. 2022

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The evidence regarding associations between intensity-specific physical activity and cognitive and learning outcomes in preschoolers is inconsistent and limited by low sample sizes and analytical approaches that cannot handle the multicollinearity among multiple physical activity intensity variables. We aimed to determine the multivariate physical activity intensity signatures associated with self-regulation, executive function, and early academic learning in preschool children aged 3–5 years. A 711 Norwegian preschool children (mean age 4.6 years, 52% boys) provided valid data on physical activity (ActiGraph GT3X+), self-regulation, executive function, and early academic learning during 2019–2020. Multivariate pattern analysis was used to determine associations between uniaxial and triaxial intensity spectra (time spent in intensities from 0–99 to ≥15,000 counts per minute) and the outcomes in the total sample and in subgroups split by sex and age (median split). Uniaxial data led to the highest explained variances (R2) and were reported as the primary findings. We found significant association patterns between physical activity and numeracy (R2 = 4.28%) and inhibition (R2 = 1.48%) in the total sample. The associations with numeracy were negative for time spent sedentary (0–99 counts per minute) and positive for time spent in moderate to vigorous intensities (≥ 1,000 counts per minute). The associations with inhibition were positive for time spent sedentary (0–99 counts per minute) and in vigorous intensities (≥ 8,500 counts per minute) and negative for time spent in low to moderate intensities (100–3,499 counts per minute). Associations with numeracy were stronger in boys (R2 = 5.58%) and older children (R2 = 7.27%), and associations with inhibition were stronger in girls (R2 = 3.12%) and older children (R2 = 3.33%). In conclusion, we found weak associations with numeracy and inhibition across the physical activity intensity spectrum in preschool children.

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Active Learning Norwegian Preschool(er)s (ACTNOW) – Design of a Cluster Randomized Controlled Trial of Staff Professional Development to Promote Physical Activity, Motor Skills, and Cognition in Preschoolers

Cited by 15 publications

References 151 publications

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

Field-based physical fitness assessment in preschool children: A scoping review

The Multivariate Physical Activity Signatures Associated With Self-Regulation, Executive Function, and Early Academic Learning in 3–5-Year-Old Children

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