Preschoolers’ Physical Activity Participation Across a Yearlong Mastery-Motivational Climate Intervention

Wadsworth, Danielle D.; Rudisill, Mary E.; Hastie, Peter A.; Irwin, J. Megan; Rodríguez-Hernández, Mynor G.

doi:10.1080/02701367.2017.1321099

Cited by 17 publications

(23 citation statements)

References 14 publications

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“…The two types of motivational climate are not mutually exclusive; they are complementary and thus positively and directly related to the practice of sports. However, task climate is more beneficial in terms of commitment to participating in sports, ego climate being more oriented towards achieving results and showing off one’s skills [ 63 , 64 ].…”

Section: Discussionmentioning

confidence: 99%

An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

Sánchez

Cuberos

Ubago-Jiménez

et al. 2018

IJERPH

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(1) Background: Society is changing amazingly fast, and this is bringing about changes in the way that people spend their free time. In the 21st century, free time is increasingly spent using technological devices such as video games, thus increasing levels of sedentariness. The aim of the present study was to define an explanatory model for the problematic use of video games, physical activity, motivational climate in sports, and victimization in schoolchildren, and to analyze the relationships between these variables according to gender; (2) Methods: A total of 734 schoolchildren, of both sexes, participated in this research study. They were aged from 10 to 12 and lived in the province of Granada (Spain). The main instruments used were the questionnaires PMCSQ-2, PAQ-C, QERV, and SVS. A multigroup structural equation model was used, which had an excellent fit (χ2 = 319.472; df = 72; p < 0.001; CFI = 0.962; NFI = 0.952; IFI = 0.962; RMSEA = 0.048); (3) Results: The practice of physical activity was related negatively and indirectly to the problematic use of video games ((r = −0.085, boys); (r = −0.081, girls)), and this in turn was related positively and directly to victimization ((r = 0.094, boys); (r = 0.174, girls)). Additionally, task climate was inversely related to the problematic use of video games for girls (r = −0.133), and ego climate was directly related to the use of these devices only with regard to boys (r = 0.250). (4) Conclusions: It must be noted that schoolchildren’s pathological use of video games is closely related to lower levels of physical activity. In addition, those motivational climates in sports that are oriented towards performance exacerbate this pathological behavior, which accentuates the importance of promoting motivational climates that are oriented towards tasks in schoolchildren.

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Section: Discussionmentioning

confidence: 99%

An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

Sánchez

Cuberos

Ubago-Jiménez

et al. 2018

IJERPH

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“…Van Cauwenberghe et al (2012) encontraron que el 54% del tiempo de duración de las sesiones de EF se presentaron comportamientos sedentarios, mientras que solo la tercera parte del tiempo las niñas y niños participaron en actividades de intensidad moderada-vigorosa. En los Estados Unidos, Wadsworth et al (2014) encontraron que los preescolares permanecieron un mayor porcentaje del tiempo en actividades sedentarias en la sesión no estructurada comparada con la sesión estructurada (36% en AFMV en la sesión estructurada mientras que en la sesión no estructurada no se observó ninguna AFMV).…”

Section: Discussionunclassified

Analisis Exploratorio Y Comparativo De Los Niveles De Actividad Física en Sesiones De Motricidad en Educación Infantil

Martínez¹,

Bello

2016

PensarMov.

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RESUMEN Fernández-Martínez, J. & Martínez-Bello, V. (2017). Análisis exploratorio y comparativo de los niveles de actividad física en sesiones de motricidad en educación infantil. PENSAR EN MOVIMIENTO: Revista de Ciencias del Ejercicio y la Salud, 14(2), 1-16. El objetivo del presente estudio consistió en analizar los niveles de actividad física, la composición del grupo y el papel de la maestra durante una sesión tradicional y una sesión alternativa de motricidad infantil en niñas y niños de cinco años de un colegio de la provincia de Valencia, España. Se trató de un estudio descriptivo-exploratorio que utilizó dos instrumentos de recogida de información: un sistema observacional y un sistema de podometría. Participaron ocho sujetos que fueron monitorizados durante las dos sesiones. Los resultados indican que, en la sesión tradicional, la cual estuvo centrada en el juego libre, se observó una mayor presencia de comportamientos sedentarios realizados principalmente en grupo con adulto, grupo 1-1 y solitario, mientras que la conducta del profesorado fue de observadora. Por el contrario, en la sesión alternativa vinculada a un cuento motor, las niñas y niños se mostraron mucho más activos participando en grupos mixtos, y la conducta del profesorado fue la promoción y la demostración de la actividad física. Además, se observó una diferencia en el recuento de pasos entre las dos sesiones. En conclusión, incluso una sesión de menor

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“…Eight classrooms were randomly assigned to one of four high-autonomy groups: fundamental motor skill focus (FMS), physical activity focus (PA), fundamental motor skill and physical activity focus (FMS + PA) and a control group. As the relationship between motor skill competence and physical activity may be influenced by individual factors such as biological sex [11], age, and current level of physical activity [12] as well as environmental factors (e.g., setting, climate, intervention focus) [28,29], we hypothesized that preschool children randomly assigned to the PA and FMS + PS would exhibit higher levels of physical activity at the end of the intervention compared to preschool children in the FMS focused and control group. We also hypothesized that sex and MVPA in the beginning of the intervention would influence levels of physical activity at the end of the intervention.…”

Section: Participantsmentioning

confidence: 99%

“…For example, a review by Gray et al, [27] investigated factors related to physical activity during outdoor play and found only one study out of 28 that examined motor skills. However, studies that have examined outcomes of play interventions in preschoolers have shown that interventions with a FMS focus can support physical activity [28]. For example, Wadsworth et al, [28] examined the effect of a year-long FMS focused intervention on physical activity levels in preschoolers and found that the intervention significantly increased physical activity compared to unstructured free play.…”

Section: Introductionmentioning

confidence: 99%

“…However, studies that have examined outcomes of play interventions in preschoolers have shown that interventions with a FMS focus can support physical activity [28]. For example, Wadsworth et al, [28] examined the effect of a year-long FMS focused intervention on physical activity levels in preschoolers and found that the intervention significantly increased physical activity compared to unstructured free play. What is not clear throughout the literature is if interventions aimed at improving FMS would confer a greater advantage over interventions that are specifically aimed at increasing physical activity levels directly.…”

Section: Introductionmentioning

confidence: 99%

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Intervention Strategies to Elicit MVPA in Preschoolers during Outdoor Play

Wadsworth

Johnson

Carroll

et al. 2020

IJERPH

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Approximately 50% of preschoolers do not meet physical activity recommendations and children who reside in low-income rural communities may be further at risk for higher levels of sedentary behavior. Outdoor play is essential for preschool children; however, literature is unclear as to which types of interventions elicit moderate-to-vigorous physical activity (MVPA) for all preschoolers. The aim of this study was to determine which type of intervention, physical activity or fundamental motor skill focus, elicits MVPA during outdoor play. Ninety-eight preschool children (M age = 4.48 years) from one Head Start center participated in an outdoor play intervention two days per week for 7 weeks. Classes were randomly assigned to one of four groups: fundamental motor skill focus (FMS), physical activity focus (PA), FMS and PA (FMS + PA), and control. An accelerometer worn on the hip measured MVPA. Results showed that age, sex and group assignment contributed to MVPA at the beginning of the intervention and age, sex, group assignment and MVPA during the beginning of the intervention contributed to MVPA at the end of the intervention. Overall, the FMS + PA group elicited MVPA from males and females of all ages. Interventions that combine both FMS and PA may reduce physical activity disparities in preschool children.

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Preschoolers’ Physical Activity Participation Across a Yearlong Mastery-Motivational Climate Intervention

Cited by 17 publications

References 14 publications

An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

Analisis Exploratorio Y Comparativo De Los Niveles De Actividad Física en Sesiones De Motricidad en Educación Infantil

Intervention Strategies to Elicit MVPA in Preschoolers during Outdoor Play

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