Physical Activity in Pre-school Children: Role of the Teacher during Free Play

Abstract

It has become evident over the past decade that the lack of PA (physical activity) is a major concern for the population at large CDC (Center for Disease Control). This lack is a major reason for the increase in overweight and obese children (USDHHS, 2014). The CDC and the American Heart Association recommend children need at least 60 minutes of play time that is not scheduled PA. The purpose of this research was to examine whether children's PA will increase if teacher activity increases during unstructured free play time. Students' PA was determined by using the SOPLAY (system for observing play and leisure activity in youth-children). SOPLAY is a validated tool for directly observing PA and associated environmental characteristics in free play settings (e.g., recess and lunch at school). SOPLAY provides objective data on the number of participants and their PA levels during play and leisure opportunities in targeted areas. Children and teachers in a West Texas Lab School (mean age = 4.3 years) on a university campus were studied. Control group data (males = 13, female = 15) were analyzed and MVPA (moderate to vigorous physical activity) was calculated. Data showed that children spent only 30% of their free-time in the recommended intensity levels. Teachers' (n = 5) overall metabolic equivalents (METs) were recorded at 1.13. The experimental group (males = 11, female = 13) recorded teachers' (n = 6) METs at 2.47 and children MVPA at 44%. Both the MVPA and METs were significantly different (p < 0.001). The value and importance of unstructured play time are important for children as well as the teachers. Children need time to be creative and explore during play and teachers use this free time for various activities including cognitive breaks or administrative work. A stronger push to get teachers moving should be made as this slight increase in METs produces a significant increase in children's PA.

A Convergent Mixed Methods Study to Explore Physical Activity Among Teachers and Children During the Preschool Day

“…Future research should utilize a validated direct observation tool to measure teachers’ physical activity behaviors within preschool to further investigate ergonomic and physical activity outcomes and relation to children’s physical activity. Furthermore, teachers may have to consider ways in which they can be physically active with children while also being cognizant of how to best sustain their energy and wellness to provide a high quality of education and care (Culpepper & Killion, 2018 ; Hibbs-Shipp et al, 2015 ; Lessard et al, 2020 ). Efforts may be needed to help preschool teachers take part in more restorative physical activity practices (e.g., stretching) that could help reduce pain.…”

“…Several environmental factors exist within preschool centers that have been found to be influential on children’s physical activity such as the size of indoor and outdoor spaces, weather, time, play equipment, and child enrollment numbers (Clevenger et al, 2022 ; Copeland et al, 2016 ; Culpepper & Killion, 2018 ; Dwyer et al, 2008 ; Henderson et al, 2015 ; Sisson et al, 2017 ). Additional factors that may influence children’s physical activity are the behaviors of teachers (Culpepper & Killion, 2018 ; Frank et al, 2018 ; Gunter et al, 2012 ). For instance, studies have shown children’s physical activity levels during outdoor play increased when teachers engaged in play with the children (Culpepper & Killion, 2018 ; Frank et al, 2018 ; Gunter et al, 2012 ).…”

“…Additional factors that may influence children’s physical activity are the behaviors of teachers (Culpepper & Killion, 2018 ; Frank et al, 2018 ; Gunter et al, 2012 ). For instance, studies have shown children’s physical activity levels during outdoor play increased when teachers engaged in play with the children (Culpepper & Killion, 2018 ; Frank et al, 2018 ; Gunter et al, 2012 ). These findings suggest a positive relationship between teacher engagement and child physical activity; however, studies only focused on children’s physical activity levels during times of outdoor free play and did not objectively measure teachers’ physical activity through tools such as wearable devices (Culpepper & Killion, 2018 ; Frank et al, 2018 ; Gunter et al, 2012 ).…”