Assessing Preschool Children's Physical Activity: The Observational System for Recording Physical Activity in Children-Preschool Version

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.

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 Almost all parents reported that their children engaged in some free play activities, typically considered higher intensity. Very few parents reported that their child participated in nonmotorized transportation (e.g.…”

“…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.…”

Directly observed physical activity and fundamental motor skills in four-year-old children in day care

“…Le Total Motor Score (TMS : 0-6 points) a été calculé. L'intensité PA, le contexte, la composition du groupe et le type d'activité (assise, accroupie, à genoux) ont été directement observés avec une version modifiée de l'OSRAC-P (Observational System for Recording Physical Activity in Children -Preschool Version) (Brown et al 2006) (Numminen, 1995), ein Testhandbuch für die Evaluation von wahrnehmungsmotorischen und motorischen Basisfähigkeiten bei Vorschulkindern, benutzt. Die Total Motor Score (TMS; 0-6 Punkte) wurde auch errechnet.…”

“…Die Total Motor Score (TMS; 0-6 Punkte) wurde auch errechnet. Die PA-Intensität, der Kontext, die Gruppenzusammensetzung und die Aktivitätsart -‚sitzend', ‚kauernd' oder ‚kniend' -wurden mit einer direkten, von der OSRAC-P (Observational System for Recording Physical Activity in ChildrenPreschool Version) (Brown et al 2006) La actividad física (AF), su lugar, las interacciones sociales y las habilidades motoras fundamentales fueron investigados en niños finlandeses de 4 años en la guardería. Seis habilidades en estabilidad, habilidades locomotoras y manipulativas fueron evaluadas en 53 niños (24 niños, 29 niñas, antropometría normal) con APM-Inventory Manual para evaluar las habilidades perceptuales y fundamentales motoras en niños (Numminen, 1995) y Total Motor Score (TMS; 0-6 puntos).…”

“…Six skills in the stability, locomotor and manipulative domains were assessed in 53 children (24 boys, 29 girls, normal anthropometry) with the APM-Inventory manual for assessing children's perceptual and fundamental motor skills (Numminen, 1995) and Total Motor Scores (TMS; 0-6 points) calculated. PA intensity, location, group composition and activity type − sitting, squatting, kneeling − were directly observed with a modified version of the Observational System for Recording Physical Activity in Children-Preschool Version (OSRAC-P) (Brown et al 2006) during three consecutive days in 14 centres. …”