Critical narrative review to identify educational strategies promoting physical activity in preschool

Abstract

The aim of this narrative review is critically to evaluate educational strategies promoting physical activity that are used in the preschool setting in the context of obesity prevention programmes. Literature search was conducted between April and August 2010 in English and German databases (PubMED, PsychINFO, PSYNDEX, ERIC, FIS Bildung). Outcomes considered were time and intensity of physical activity, motor skills or measures of body composition. A total of 19 studies were included. Ten studies added physical activity lessons into their curriculum, one study provided more time for free play, eight studies focused on the social and play environment. Studies reporting positive outcomes implemented physical activity sessions that lasted at least 30 min d(-1). Several studies showed that children are most active in the first 10-15 min. The existence or installation of playground markings or fixed play equipment had no effect, whereas the presence or addition of portable play equipment was positively correlated with moderate-to-vigorous physical activity. Teacher training may be a key element for successful interventions. To overcome time constraints, a suggested solution is to integrate physical activity into daily routines and other areas of the preschool curriculum.

Correlates of Light and Moderate-to-Vigorous Objectively Measured Physical Activity in Four-Year-Old Children

“…However, there is a lack of evidence about the intensity of physical activity most appropriate for health in this age group [8]. In addition, interventions to promote physical activity in young children have generally been sparse and have met with limited success [10]–[12], although effective strategies to promote physical activity during preschool attendance have been identified recently [13], [14].…”

An Evaluation of a Program to Increase Physical Activity for Young Children in Child Care

“…Moreover, in their recent article Pate and colleagues (2013) acknowledged the need to better understand how to promote physical activity in young children, laying out the top 10 research questions related to physical activity in preschool children. Based on these findings, to combat obesity and promote a healthy lifestyle early on, child care teachers need to take the lead to ensure that high levels of physical activities are taking place, highlighting the need for teacher training as recommended in a recent review (Kreichauf et al, 2012). Providing space, materials, and teacher encouragement without specific directions for free play that encourage children to move more is another step child care centers can take to increase physical activity.…”

A randomised controlled trial of multiple periods of outdoor free-play to increase moderate-to-vigorous physical activity among 3 to 6 year old children attending childcare: study protocol

“…The intervention will seek to create a childcare environment more supportive of child physical activity by scheduling multiple opportunities for outdoor free-play in a way which is consistent with children’s developing fitness levels [25] and natural physical activity patterns [10, 13, 26]. Specifically, within a 6 h day (9 am to 3 pm) the intervention will divide their usual total time of outdoor free-play for children across three periods of at least 15 min duration.…”