State Regulations Promoting Infant Physical Activity in Early Care and Education

Benjamin‐Neelon, Sara E.; Neelon, Brian; Pearce, John L.; Grossman, Elyse R.; Gonzalez-Nahm, Sarah; Slining, Meghan M.; Duffey, Kiyah J.; Frost, Natasha A.

doi:10.1089/chi.2018.0087

Cited by 6 publications

(17 citation statements)

References 31 publications

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“…Prior to the COVID-19 pandemic there were concerns that young children were not achieving physical activity recommendations ( Hesketh et al, 2017 ; Neelon, 2018 ). This is compounded by early findings during the pandemic that suggest social distancing and lockdown protocols have exacerbated physical activity barriers leading to increased rates of sedentary behavior and screen time ( Arufe-Giráldez et al, 2021 ; Cachón-Zagalaz et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…A growing body of evidence highlights the critical biological and behavioral implications for physical activity offerings in the first year of life ( Stodden et al, 2008 ; Neelon, 2018 ). However, infants may not be achieving the recommendations of 180 min of daily physical activity and limiting time in restrictive devices (e.g., swings, strollers) ( Borkhoff et al, 2015 ; Hesketh et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…However, infants may not be achieving the recommendations of 180 min of daily physical activity and limiting time in restrictive devices (e.g., swings, strollers) ( Borkhoff et al, 2015 ; Hesketh et al, 2017 ). Previous investigations found parent and childcare providers were utilizing restrictive devices like swings or strollers for excessive durations of time ( Hesketh et al, 2017 ; Neelon, 2018 ). However, these investigations took place before the COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

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Early impact of the COVID-19 pandemic on promotion of infant activity, strength and communication: A qualitative exploration

et al. 2022

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Introduction Fostering physical activity, muscle strengthening and communication skills in diverse environments are vital to ensuring healthy infant development; however, promotion of these skills may be impacted by the COVID-19 pandemic. Therefore, the purpose of this study was to explore healthcare workers, parents and childcare providers' perceptions of the pandemic's influence on how they engage with infants to promote physical activity, muscle strength and communication. Methods 37 subjects (12 = parents; 12 = childcare providers, 13 = healthcare workers) participated in a semi-structured interview. Data were analyzed via an inductive content analysis. Results The majority of caregivers identified concerns related to: limitations in social interactions (especially masks impacting communication), lack of access to peer modeling, fewer opportunities for physical exploration, and a need for creative activities in diverse environments (e.g., home/childcare) for infant development during and after the pandemic. Conclusions Caregivers are concerned about the role COVID-19 is having on infant development. Additional resources on how to promote infant physical activity, muscle strength and communication despite challenges associated with the COVID-19 pandemic are needed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Early impact of the COVID-19 pandemic on promotion of infant activity, strength and communication: A qualitative exploration

et al. 2022

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“…Although currently no federal nutrition or physical activity standards are enforced in ECE programs and most states lack meaningful regulations related to HEPA (31), state-level promotion of HEPA in ECE may support best practices. At the same time, further development is needed across most states (32,33). For example, ECE programs in Missouri may have been exposed to the Missouri Eat Smart and MOve Smart Guidelines for Child Care, which recommends ECE programs meet rigorous dietary and physical activity standards above the minimum requirements (34).…”

Section: Implications For Public Healthmentioning

confidence: 99%

Multisector Approach to Improve Healthy Eating and Physical Activity Policies and Practices in Early Care and Education Programs: The National Early Care and Education Learning Collaboratives Project, 2013–2017

et al. 2019

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Purpose and Objectives Embedding healthy eating and physical activity best practices in early care and education settings is important for instilling healthy behaviors early in life. A collaborative partnership between Nemours Children’s Health System and the Centers for Disease Control and Prevention was created to implement the National Early Care and Education Learning Collaboratives Project (ECELC) in childcare settings in 10 states. We measured improvement at the program level by the self-reported number of best practices implemented related to healthy eating and physical activity. Intervention Approach The ECELC implemented a collaborative model with state-level partners (eg, child care resource and referral networks) and early care and education programs. Intervention components received by program directors and lead teachers included 1) self-assessment, 2) in-person learning and training sessions, 3) action planning and implementation, 4) technical assistance, and 5) post-reassessment. Evaluation Methods A pre–post design assessed self-reported policies and practices related to breastfeeding and infant feeding, child nutrition, infant and child physical activity, screen time, and outdoor play and learning as measured by the validated Nutrition and Physical Activity Self-Assessment for Child Care (NAP SACC) best practices instrument. The sample included 1,173 early care and education programs. Results The number of best practices met for each of the 5 NAP SACC areas increased from pre-assessment to post-assessment approximately 6 months later and ranged from 1.5 to 4.7 best practices ( P < .001). Almost all increases occurred regardless of participation in the Child and Adult Care Food Program, Quality Rating Improvement System, Head Start/Early Head Start, and/or accreditation status. Implications for Public Health The innovative and collaborative partnerships led to broad implementation of healthy eating and physical activity–based practices in early care and education settings. Development, implementation, and evaluation of policy and practice-based partnerships to promote healthy eating and physical activity among children attending early care and education programs may contribute to obesity prevention in the United States.

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“…This fact is substantiated by the increase in individuals with one, two, and even three syndromes of the 'paediatric inactivity triad' (PIT): 'paediatric dynapenia', 'exercise deficit disorder', and 'physical literacy' [8,9]. Thus, further effort in promoting physical activity is required [10,11]. Adolescence is probably the period in which higher morphological, physical, and physiological changes occur [12].…”

Section: Introductionmentioning

confidence: 99%

Effects of Extracurricular Sports in Prepubertal and Pubertal Girls

et al. 2021

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The aim of this study was to analyse the effects of the type of extracurricular sport on the body composition, respiratory parameters, and physical condition in prepubertal and pubertal girls. Four hundred and eighty-five female athletes (aged 8–14) from different sports participated in this study. They were gathered into four groups according to the sport typology and maturity level: ‘prepubertal girls who practise collective sports’ (PRE-CS), ‘prepubertal girls who practise individual sports’ (PRE-IS), ‘pubertal girls who practise collective sports’ (PUB-CS), and ‘pubertal girls who practise individual sports’ (PUB-IS). The cardiorespiratory fitness (the 20 m shuttle run test, 20 mSRT), anthropometry, respiratory capacity (forced spirometry), handgrip, CMJ test, and stabilometry were collected. Prepubertal girls showed a lower muscle mass (kg) and fat mass (kg) than pubertal girls regardless of the extracurricular sports typology. PRE-CS and PRE-IS also showed a lower respiratory fitness and physical fitness than pubertal girls (p < 0.05). Pubertal girls did not show significant differences (p > 0.05) in any of the body composition, respiratory fitness, and physical fitness variables when comparing between collective sports and individual sports. The results show that extracurricular participation in these types sports by prepubertal girls can influence their body composition, respiratory fitness, and physical condition.

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State Regulations Promoting Infant Physical Activity in Early Care and Education

Cited by 6 publications

References 31 publications

Early impact of the COVID-19 pandemic on promotion of infant activity, strength and communication: A qualitative exploration

Early impact of the COVID-19 pandemic on promotion of infant activity, strength and communication: A qualitative exploration

Multisector Approach to Improve Healthy Eating and Physical Activity Policies and Practices in Early Care and Education Programs: The National Early Care and Education Learning Collaboratives Project, 2013–2017

Effects of Extracurricular Sports in Prepubertal and Pubertal Girls

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