Physical activity of first graders in Norwegian after-school programs: A relevant contribution to the development of motor competencies and learning of movements? Investigated utilizing a mixed methods approach

Abstract

Background Development of motor competencies and learning of movements in children is dependent on varied physical activity (PA). After-school programs (ASP) might provide opportunities for young schoolchildren to participate in PA. The aim of the current study was to investigate the PA of first graders in ASP and to consider its contribution to the development of motor competencies and the learning of movements. Methods The study was performed utilizing a mixed methods design. A total of 42 first graders were sampled from 14 ASPs in Norway. Direct observations of the children's activities were conducted for the duration of one entire ASP day. PA intensity was measured using ActiGraph accelerometers. Qualitative data were analyzed using qualitative content analysis, while the Mann-Whitney U test and the Wilcoxon signed-rank test were used to analyze the quantitative data. Results The median PA time among the observed children was 61.5 minutes. The median stationary time was 75.9 minutes. There was considerable variation within the sample. Girls were significantly more engaged in stationary behavior than boys. Frequent changes in activity type and intensity were typical features of the children's ASP day. PA duration and intensity were significantly higher outdoors than indoors. Adult-managed time had longer periods of stationary behavior than child-managed time. The PA at all intensity levels contained barrierbreaking movements-especially at light intensity levels.

First Graders’ Stationary Behavior in Norwegian After-School Programs: A Mixed Methods Investigation

“…These are activities that challenges the children’s fine motor skills with their hands and can thus be considered to be important for learning such skills [ 20 , 23 ]. Overall, outdoor play is shown to enhance a variety of PA types and is considered to be positive for the children’s development of motor competencies and learning of movements [ 30 ]. From a health perspective, the recommendation is to limit prolonged periods of stationary behavior [ 29 ].…”

“…With respect to the social context, the test indicated moderate agreement ( K = 0.26). The pilot study and the inter-rater reliability test and its results are described in more detail elsewhere [ 30 , 51 ].…”

“…The learning of movements depends on a variety of physically active movements that contain a wide range of intensities [ 18 , 19 , 20 ] and primarily implies non-stationary behavior. Based on evidence that links PA of varied movement types to learning outcomes, researchers have argued that replacing some stationary behavior with PA might improve the development of motor competencies and the learning of movements in children [ 18 , 26 , 30 ]. Our research project has an overarching focus on motor competencies and learning of movements.…”

“…However, we are aware that various types of stationary behavior might have different learning and health consequences in children. For example, standing might produce considerably more energy expenditure than sitting [ 10 ], and learning of fine motor skills might have different potentialities in various behavior types [ 30 ]. Hence, our study addresses the unfolding of the different stationary behavior types: lying/reclining, sitting, and standing still.…”

“…In a recent project, titled Active Play in ASP, the authors of the present article investigated how play-based PA in ASPs contributes to Norwegian first graders’ motor competencies and learning of movements [ 30 ]. On average, the children who participated in this study were physically active for 45.1% of the total ASP time and their activities, at all intensity levels, were considered to enhance their development of motor competencies and their learning of movements.…”