Effectiveness of the Healthy Start-Départ Santé approach on physical activity, healthy eating and fundamental movement skills of preschoolers attending childcare centres: a randomized controlled trial

Leis, Anne; Ward, Stéphanie; Vatanparast, Hassan; Humbert, M. Louise; Chow, Amanda Froehlich; Muhajarine, Nazeem; Engler‐Stringer, Rachel; Bélanger, Mathieu

doi:10.1186/s12889-020-08621-9

Cited by 26 publications

(32 citation statements)

References 43 publications

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“…Children in this study remained primarily inactive, spending only a subset, 21.36% (5.19, 27.43%), of time at the ECE, in moderate and vigorous PA. A study in Canada [ 52 ] also reported that during childcare, children spent more time being sedentary (300.67 ± 44.41 min/day) and less time engaged in light (150.41 ± 36.08 min/day) and moderate-vigorous PA (28.93 ± 15.34 min/day) [ 52 ] for 63%, 31% and 6% of the time recorded, respectively.…”

Section: Discussionmentioning

confidence: 99%

Fundamental Movement Skills and Physical Activity of 3–4-Year-Old Children within Early Childhood Centers in New Zealand

et al. 2021

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We sought to describe and explore relationships between fundamental movement skills (FMS) and level of physical activity (PA; light-, medium-, vigorous, and kCal/hour) in preschool children, aged 3–4-years-old, across four early childhood education (ECE) settings. Children’s FMS were assessed using the Test for Gross Motor Development-2 (TGMD-2; n = 81) and PA via accelerometers (S = 53). Eighty-four children participated, with 50 in both assessments. The TGMD-2 showed as the children got older, their locomotor skills (p < 0.001, r = 0.512) and object control motor skills (p < 0.001, r = 0.383) improved. Accelerometry showed children were primarily inactive at ECE (78.3% of the time). There were significant correlations between kCal/hour and light (p < 0.001, r = −0.688), moderate (p < 0.001, r = 0.599) and vigorous (p < 0.001, rs = 0.707) activity, and between gross motor quotient and locomotor (p < 0.001, r = 0.798) and object control (p < 0.001, r = 0.367) skills. No correlation was observed between gross motor quotient and kCal/hour. To conclude, children in this cohort were primarily inactive during ECE center hours. Moreover, gross motor quotient was significantly correlated to locomotor and object control skills.

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Section: Discussionmentioning

confidence: 99%

Fundamental Movement Skills and Physical Activity of 3–4-Year-Old Children within Early Childhood Centers in New Zealand

et al. 2021

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“…Locomotor skills are different movements to transport the body from one location to another including running, jumping, hopping, leaping, galloping, sliding, and so on 6) . Proficiency in the FMS is a critical factor for achieving and conserving physical activity 7) and physical fitness 8) , healthier weight 9) , and emerging more complex motor skills for current and later age 10) . Moreover, the FMS must have suitable proficiency to enhance the children's holistic development including cognitive, social, and psychological development 11) .…”

Section: Introductionmentioning

confidence: 99%

Fundamental motor skill proficiency among 7- to 10-year-old children with Down syndrome

et al. 2023

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The purposes of this study were to assess the fundamental motor skill (FMS) of children with Down syndrome (DS) and to compare their FMS proficiencies to those of chronological age-matched and gender-matched typically developing children (TDC). [Participants and Methods] This cross-sectional study involved a total of 60 participants (30 children with DS and 30 TDC). The FMS proficiency of participants was assessed by using the test of gross motor development, second edition (TGMD-2). The data were analyzed using independent samples t-tests to verify the differences between the two groups and gender. The effect size of Cohen's d was also determined for comparing the two groups.[Results] The results showed that there were significant differences between children with DS and the TDC on locomotor and object control standard scores, and the gross motor quotient (GMQ). However, there were no significant gender-based differences in the locomotor and object control standard scores and the GMQ in both groups. [Conclusion] Based on the current results, the FMS proficiency of children with DS is lower than the TDC. Therefore, a therapeutic intervention program is necessary for children with DS to improve their FMS proficiency.

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“…While a number of childcare-based physical activity interventions have included ECE training [ 10 – 17 , 23 ], few have employed training as the sole intervention component [ 12 – 14 , 16 ], and training was often used to educate ECEs about a physical activity-promoting program they were required to administer [ 12 , 16 , 17 , 23 ] rather than to provide ECEs with general knowledge and strategies to facilitate active childcare settings. Additionally, a lack of focus in previous training interventions has been apparent concerning educating ECEs about sedentary behavior and risky play.…”

Section: Introductionmentioning

confidence: 99%

Implementation of an e-Learning course in physical activity and sedentary behavior for pre- and in-service early childhood educators: Evaluation of the TEACH pilot study

Bruijns

Vanderloo

Johnson

et al. 2022

Pilot Feasibility Stud

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Background Childcare-based physical activity (PA) and sedentary behavior (SB) interventions have traditionally used in-person training to supplement early childhood educators’ (ECEs) knowledge and confidence to facilitate physically active programming for the children in their care. However, this method of delivery is resource-intensive and unable to reach a high number of ECEs. The purpose of the Training pre-service EArly CHildhood educators in PA (TEACH) pilot study was to test the implementation (e.g., fidelity, feasibility, acceptability) of an e-Learning course targeting PA and SB among a sample of pre-service (i.e., post-secondary students) and in-service (i.e., practicing) ECEs in Canada. Methods A pre-/post-study design was adopted for this pilot study, and implementation outcomes were assessed cross-sectionally at post-intervention. Pre-service ECEs were purposefully recruited from three Canadian colleges and in-service ECEs were recruited via social media. Upon completing the e-Learning course, process evaluation surveys (n = 32 pre-service and 121 in-service ECEs) and interviews (n = 3 pre-service and 8 in-service ECEs) were completed to gather ECEs’ perspectives on the e-Learning course. Fidelity was measured via e-Learning course metrics retrieved from the web platform. Descriptive statistics were calculated for quantitative data, and thematic analysis was conducted to analyze qualitative data. Results Moderate-to-high fidelity to the TEACH study e-Learning course was exhibited by pre-service (68%) and in-service (63%) ECEs. Participants reported that the course was highly acceptable, compatible, effective, feasible, and appropriate in complexity; however, some ECEs experienced technical difficulties with the e-Learning platform and noted a longer than anticipated course duration. The most enjoyed content for pre- and in-service ECEs focused on outdoor play (87.5% and 91.7%, respectively) and risky play (84.4% and 88.4%, respectively). Conclusions These findings demonstrate the value of e-Learning for professional development interventions for ECEs. Participant feedback will be used to make improvements to the TEACH e-Learning course to improve scalability of this training.

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Effectiveness of the Healthy Start-Départ Santé approach on physical activity, healthy eating and fundamental movement skills of preschoolers attending childcare centres: a randomized controlled trial

Cited by 26 publications

References 43 publications

Fundamental Movement Skills and Physical Activity of 3–4-Year-Old Children within Early Childhood Centers in New Zealand

Fundamental Movement Skills and Physical Activity of 3–4-Year-Old Children within Early Childhood Centers in New Zealand

Fundamental motor skill proficiency among 7- to 10-year-old children with Down syndrome

Implementation of an e-Learning course in physical activity and sedentary behavior for pre- and in-service early childhood educators: Evaluation of the TEACH pilot study

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