Effects of Locomotor Skill Program on Minority Preschoolers’ Physical Activity Levels

Abstract

This pilot study examined the effects of a teacher-taught, locomotor skill (LMS)-based physical activity (PA) program on the LMS and PA levels of minority preschooler-aged children. Eight low-socioeconomic status preschool classrooms were randomized into LMS-PA (LMS-oriented lesson plans) or control group (supervised free playtime). Interventions were delivered for 30 min/day, five days/week for six months. Changes in PA (accelerometer) and LMS variables were assessed with MANCOVA. LMS-PA group exhibited a significant reduction in during-preschool (F (1,16) = 6.34, p = .02, d = 0.02) and total daily (F (1,16) = 9.78, p = .01, d = 0.30) percent time spent in sedentary activity. LMS-PA group also exhibited significant improvement in leaping skills, F (1, 51) = 7.18, p = .01, d = 0.80). No other, significant changes were observed. The implementation of a teacher-taught, LMS-based PA program could potentially improve LMS and reduce sedentary time of minority preschoolers.

Efficacy of gross motor skill interventions in young children: an updated systematic review

“…Five studies were published between 2011 and 2014. [17][18][19][20][21] Three studies were conducted in the USA 17 18 22 two studies were conducted in Australia 20 23 and the others were conducted in Switzerland 19 and Greece. 21 Some studies recruited centres based on region 19 21 or within an existing program 17 while others worked together with the (local) government 23 or childcare organisations.…”

“…The session duration varied from 15 to 40 min, with two studies not reporting a specified duration. 19 24 Six interventions consisted of a structured programme and included: implementing only one GMS per session; 17 focusing on a different GMS each week; 18 providing a circuit in which children chose their own task and difficulty; 23 or a structured programme in combination with either supervised free play or unstructured activities. 20 Two studies involved parents in the intervention.…”

“…17 18 20-23 Three studies reported a significant effect on the total scores of motor skills 18 20 21 and three studies reported significant effects on either locomotor skills, object control skills or on individual skills. 17 20 22 23 Methodological quality Table 3 displays the methodological quality assessment outcomes. Agreement was on 85% of the 60 items.…”

“…17 18 20-23 Even though Bonvin et al 19 had high methodological quality, they did not collect any data on the exact amount of daily physical activity time or the use of any specific curriculum, which means the intensity might have been inadequate and there was no control on what activities were done. Not all studies clearly described their intervention programme which makes it difficult to compare intervention components.…”

The effect of the cluster randomized HIPPA intervention on childcare children’s overall physical activity

“…Most of the studies have been short term (less than 14 weeks), and follow-up has been rare or non-existent. There have been attempts to transfer the associations shown in cross-sectional studies between children's PA levels and outdoor time [23] to intervention programs, but these have met with mixed results [24][25][26][27][28][29]. In addition to the policies and practices of the childcare centers, the influence of teachers on children's PA levels has been recognized [19,30], and so teachers are often essential targets for the intervention.…”