Correlates of children's objectively measured physical activity and sedentary behavior in early childhood education and care services: A systematic review

Abstract

Correlates of children' s objectively measured physical activity and sedentary behavior in early childhood education and care services: A systematic review AbstractObjective: To systematically review the correlates of physical activity and sedentary behavior among children in Early Childhood Education and Care (ECEC) services. Appropriate levels of physical activity and sedentary behavior are important to promote in ECEC services. Methods: A systematic search of 8 databases identified 27 studies published between 1992 and 2015 that met the inclusion criteria. The data were collected and analyzed in 2014 and 2015, and variables were categorized using a Social Ecological Framework. Results: Sixty-six variables were identified. The domains of child characteristics (18 studies) and physical environmental factors (17 studies) were most consistently studied, and, for physical activity had the most positive associations. The strongest associations of physical activity were: child's sex and age, children's gross motor coordination, provision of active opportunities for physical activity, and features of outdoor environments (size, use of and presence). The only strong association for sedentary behavior was the presence of outdoor environments. Conclusion: The correlates of physical activity and sedentary behavior in ECEC services vary. It appears that the most significant influence from within these settings is the physical environments for both physical activity and sedentary behavior. There was an absence of consistent evidence at the educator and organizational levels. Further research in this area should focus on effective use of space, intentional teaching opportunities and well as professional development for educators with an emphasis on their role as a facilitator of quality experiences. Conflict of Interest Statement No conflict of interest Financial DisclosureNo financial disclosures were reported by the authors of this paper. Results: Sixty-six variables were identified. The domains of child characteristics (18 studies) and physical environmental factors (17 studies) were most consistently studied, and, for physical activity had the most positive associations. The strongest associations of physical activity were:child's sex and age, children's gross motor coordination, provision of active opportunities for physical activity, and features of outdoor environments (size, use of and presence). The only strong association for sedentary behavior was the presence of outdoor environments. Conclusion:The correlates of physical activity and sedentary behavior in ECEC services vary. It appears that the most significant influence from within these settings is the physical environments for both physical activity and sedentary behavior. There was an absence of consistent evidence at the educator and organizational levels. Further research in this area should focus on effective use of space, intentional teaching opportunities and well as professional development for educators with an emphasis on their role as a facilitato...

Descriptive analysis of preschool physical activity and sedentary behaviors – a cross sectional study of 3-year-olds nested in the SKOT cohort

“…Typically, within the Danish context it is also mandatory for preschool children to spend time outdoors on a daily basis and outdoor environments, such as playground and portable equipment, are usually available. A recent review conducted by Tonge et al identified size, use, and presence of outdoor environment as consistent PA and SB correlates in preschoolers [24]. Furthermore, outdoor childcare hours have been suggested to comprise more PA than indoor hours [25].…”

Bevægelse i dagtilbud

“…100 amerikanske paedagoger viser, at vilde lege med høj fysisk intensitet (rough n' tumble play), er de lege, der oftest stoppes af paedagoger (Logue & Harvey, 2009) og paedagogen betegnes i et systematisk review ligefrem som en "gatekeeper to the playground" (Copeland et al, 2012). Det pointeres, at aktiv involvering og engagement fra paedagogers side er vigtige faktorer for at øge børns fysiske aktivitet, men også at der er brug for mere forskning for at dokumentere den mulige sammenhaeng yderligere (Tonge, Jones, & Okely, 2016). I modsaetning til ovenstående fund finder Olesen m. fl.…”

“…Laeringsmiljøets fysiske udformning I et systematisk review rapporteres det, at tilstedevaerelsen af udendørsmiljøer og større legepladser ved dagtilbuddet haenger sammen med øget fysisk aktivitet hos børn (Tonge et al, 2016). Der ses også en sammenhaeng mellem store åbne pladser og øget fysisk aktivitet hos børn (Berg, 2015;Nicaise, Kahan, & Sallis, 2011).…”

“…Nedfaeldede politikker om bevaegelse og fysisk aktivitet øger børns daglige fysiske aktivitetsniveau og opnåelse af anbefalinger på området (Tonge et al, 2016). Paedagoger og foraeldre vurderer typisk maengden af børns fysiske aktivitet højere, end den i virkeligheden er De Craemer et al, 2013;Little & Sweller, 2015), og paedagogers vurdering af maengden af børns fysiske aktivitet kan indirekte have betydning for, hvor meget børn rent faktisk bevaeger sig.…”

“…Lignende forhold ses i et mindre observationsstudie i ét dagtilbud i USA, hvor det pointeres, at udendørs leg, hvor børn kan udfordre og inspirere hinanden, kan udvikle børns fysiske, sproglige og forhandlingsmaessige kompetencer (Perry & Branum, 2009). Dette perspektiv underbygges af studier, der rapporterer, at kvaliteten af de aktiviteter der foregår, har stor betydning for børns bevaegelse (Tonge et al, 2016), samt at paedagoginitierede aktiviteter er med til at øge børns fysiske aktivitetsniveau (Brown, Googe, McIver, & Rathel, 2009;Williams, Carter, Kibbe, & Dennison, 2009). Tilsvarende fund ses i et randomiseret kontrolleret studie, der rapporterer, at interventioner, der kvalificerer paedagoger til at give børn flere bevaegelsesmuligheder, øger maengden af bevaegelse hos børn .…”