Assessing Preschool Children's Physical Activity

Abstract

In this paper we present initial information concerning a new direct observation system-the Observational System for Recording Physical Activity in Children-Preschool Version. The system will allow researchers to record young children's physical activity levels while also coding the topography of their physical activity, as well as detailed indoor and outdoor social and nonsocial contextual information. With respect to interobserver agreement (IOA), the kappa and category-by-category agreement mean of those obtained for the three illustrative preschools were generally above .80. Hence, our IOA data indicated that trained observers in the three preschools frequently agreed on the eight observational categories and accompanying codes. The results for preschoolers' level of physical activity indicated they spent the majority of observational intervals in sedentary activity (i.e., more than 80% intervals) and were observed in moderate to vigorous physical activity much less frequently (i.e., 5% or fewer intervals). For the 15 indoor and 12 outdoor activity contexts, variability across both the activity contexts and the three preschools were evident. Nevertheless, three classroom contexts-transition, snacks, and naptime--accounted for the greatest porportion of coded activity contexts for the children. In the three preschools, 4 of 17 physical activity types--sit and squat, lie down, stand, and walk--accounted for the topography of much of children's physical activity behavior Systematic observation of more representative preschool samples might better inform our present understanding of young children's physical activity in community preschool programs.

Development and Testing of the Observational System for Recording Physical Activity in Children: Elementary School

“…The Observational System for Recording Physical Activity in Children-Elementary School Version (OSRAC-E) was created as an extension of the battery of OSRAC direct observation systems (OSRAC-P, (Brown et al, 2006); OSRAC-H (McIver, Brown, Pfeiffer, Dowda, & Pate, 2009). Using the OSRAC-P as a guide, the OSRAC-E was developed with the goal of collecting physical activity information on the physical and social environmental contexts specific to elementary school settings.…”

“…Prior to data collection, the two observers were trained using a protocol developed by this research team (Brown et al, 2006). The data collectors reviewed the training manual, completed quizzes on the components, and completed approximately 5 hours of video observation and coding practice prior to live coding practice.…”

An exploration of Early Childhood Education students’ knowledge and preparation to facilitate physical activity for preschoolers: a cross-sectional study

“…In fact, their behaviors were predictive of children’s physical activity in Vanderloo’s cross-sectional study [27]. Higher levels of preschooler’s physical activity can be elicited if early childhood educators provide positive prompts [35,36], supportive equipment, participate in active play with the preschoolers (i.e., role modelling), and/or create opportunities for structured and unstructured activities [24,37]. On the other hand, researchers have shared concerns about early childhood educators’ enthusiasm towards and efforts in encouraging physical activity [35], their awareness of the role they play in preschoolers’ physical activity engagement, as well as their access to physical activity-related curricular materials [38].…”

Activity Patterns of Preschool-Aged Children at Risk for Obesity

“…Our findings together suggest the need to promote higher intensity activity as a routine part of the day. 19 …”

“…Such patterns include: seasonal variations 13 , daily variation (weekday vs. weekend day) 13 , within day variation (morning vs. evening) 14,15 , hourly variation 16 , activity location (indoor vs. outdoor) 17 , how activity is accumulated throughout a day (clustered vs. isolated spurts) 18 , and type of activity during preschool. 19 Detailed information about daily patterns of activity types, prevalence of different activity types, and hourly variability in physical activity and sedentary behaviors among young children is only beginning to emerge.…”