Preschool environment and preschool teacher’s physical activity and their association with children’s activity levels at preschool

Chen, Chu; Ahlqvist, Viktor H.; Henriksson, Pontus; Magnusson, Cecilia; Berglind, Daniel

doi:10.1371/journal.pone.0239838

Cited by 18 publications

(33 citation statements)

References 41 publications

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“…Furthermore, few previous studies have explored the association between preschool PA policies and children's PA levels (25)(26)(27). An observational study from Sweden, have demonstrated higher PA levels in children enlisted in preschools with a PA policy (27). This result is in line with ndings from other countries (25,26).…”

Section: Introductionsupporting

confidence: 67%

“…Although policies may be potentialy modi able organizational factors in preschools, introducing preschool policy can be challenging since preschool policies often suffer from unclearness, poor implementation, lack of tools for follow-up and measures of compliance (23,24). Furthermore, few previous studies have explored the association between preschool PA policies and children's PA levels (25)(26)(27). An observational study from Sweden, have demonstrated higher PA levels in children enlisted in preschools with a PA policy (27).…”

Section: Introductionmentioning

confidence: 99%

“…This result is in line with ndings from other countries (25,26). However, only a quarter of all participating preschools in the Swedish study had a PA policy (27). In general, the few existing randomized controlled trials within the eld suffer from small sample sizes and limited intervention duration (21,22).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Increasing Children's Physical Activity by Policy (CAP) in Preschools Within the Stockholm Region: Study Protocol for a Cluster Randomized Controlled Trial

Chen

Ahlqvist

Henriksson

et al. 2022

Preprint

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Background: Systematic reviews suggest that preschool environmental/organizational changes may be effective in increasing physical activity (PA) levels of preschool children, but evidence is scarce regarding feasible, effective and equitable interventions that can be scaled up. Specifically, it is essential to understand whether introducing a multicomponent organizational change in terms of policy in the preschool context may be beneficial for children’s PA levels and concomitant health outcomes. To bridge this knowledge gap, our main aim is to examine the feasibility and effectiveness of a policy package in increasing PA levels in preschool children, using a large scale pragmatic cluster randomized controlled trial.Methods:Ths proposed studyis a cluster-randomized trial with two conditions (intervention and control with a 1:1 ratio) with preschools as clusters and the unit of randomization. We aim to recruit approximately 4,000 3-5 years old children from 90 preschools and retain more than 2,800 chidlren from 85 preschools to provide adequate statistical power for the analyses. The intervention to implement is a co-created, multicomponent policy package running for 6 months in preschools randomized to intervention. Change in accelerometer measured PA levels in children between intervention and control from pre- and post intervention will be the primary outcome of the study, while secondary outcomes include health outcomes such as musculoskeletal fitness, psychosocial functioning and sick leave among others. Implementation will be studied carefully using both quantitative (dose, fidelity) and qualitative (interview) methodologies. The change in primary and and secondary outcomes, from pre- to post-intervention, will be analyzed with linear mixed-effect models (to allow both fixed and random effects) nested on preschool-level. Discussion:This is a large scale co-creation project involving the City of Stockholm, childcare stakeholders, preschool staff and the research group with the potential to influence more than 30,000 preschool children within the Stockholm area. The study will add reliable evidence for the implementation of PA policies at the organizational level of preschools, and clarify its potential effect on objectively measured PA and health markers in children.Trial Registration: This trial has been prostectively registered at clinicaltrials.gov with reference number NCT04569578 on September 20, 2020.

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Section: Introductionsupporting

confidence: 67%

Section: Introductionmentioning

confidence: 99%

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Increasing Children's Physical Activity by Policy (CAP) in Preschools Within the Stockholm Region: Study Protocol for a Cluster Randomized Controlled Trial

Chen

Ahlqvist

Henriksson

et al. 2022

Preprint

Self Cite

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“…The findings are particularly important for ECE teachers, as previous research has found that these teachers have many health and well-being-related risks (e.g., obesity, depressive symptoms, perceived stress, [ 9 ]. Moreover, physically active ECE teachers would serve as role models and motivate children to be physically active [ 20 , 21 , 22 ].…”

Section: Discussionmentioning

confidence: 99%

“…PA is particularly important for ECE teachers, as previous research has found that those who were more physically active were less emotionally exhausted and had less intention to leave their current position [ 19 ]. Additionally, ECE teachers serve as role models to children by helping them develop positive behaviors and attitudes toward PA [ 20 , 21 , 22 ]. National PA recommendations within the United States have been established to guide individuals toward a healthier lifestyle [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

Physical Activity, Physical Well-Being, and Psychological Well-Being: Associations with Life Satisfaction during the COVID-19 Pandemic among Early Childhood Educators

Randall

Ford

Kwon

et al. 2021

IJERPH

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Seeking personal well-being and life satisfaction during a global pandemic can be daunting, such is the case for early care and education teachers who were considered non-health care essential workers during the COVID-19 pandemic. The potential changes in their physical activity, along with their overall physical and psychological well-being, may have ultimately influenced their life satisfaction. These changes included the potential for increased sedentary behaviors. Despite the high health risks associated with these factors during the pandemic, the role of physical activity in early care and education teachers’ well-being and life satisfaction remains largely unknown. The purpose of this study is to examine the associations of physical activity and sedentary behaviors with teacher well-being and life satisfaction during the COVID-19 pandemic. In doing so, we explored two competing models of the relationship between the teachers’ physical activity, well-being, and life satisfaction, one with physical activity as a mediator and the other with teachers’ well-being as a mediator. An online survey, that collected information on physical, psychological, and professional well-being, job demands, and life satisfaction, was completed by 1434 US ECE teachers in 46 states. To test our hypothesized models, we conducted confirmatory factor analyses, followed by structural equation modeling. Of the respondents, 77% were overweight or obese and only 39% met the recommended 150 min of moderate physical activity per week. They had a mean life satisfaction score that qualifies as slight satisfaction, they experience moderate stress, and, collectively, are approaching the threshold for depression yet still reflect moderate-to-high work commitment. The empirical test of our competing mediation models found the model where teacher well-being mediated the association between physical activity, sedentary behavior, and life satisfaction was the superior model. The relationships between physical activity, sedentary behavior, and overall well-being suggest that these modifiable risk factors can be addressed such that early care and education teachers can improve their overall physical and psychological well-being, along with their life satisfaction.

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A Convergent Mixed Methods Study to Explore Physical Activity Among Teachers and Children During the Preschool Day

Rech

Chaudhary

Schenkelberg

et al. 2023

Early Childhood Educ J

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Preschool environment and preschool teacher’s physical activity and their association with children’s activity levels at preschool

Abstract: The aim of this study was to investigate the association between preschool playground size, formalized physical activity (PA) policies, time spent outdoors and preschool teacher's levels of PA and children's objectively assessed levels of PA and sedentary time (ST) during preschool hours.

Cited by 18 publications

References 41 publications

Increasing Children's Physical Activity by Policy (CAP) in Preschools Within the Stockholm Region: Study Protocol for a Cluster Randomized Controlled Trial

Increasing Children's Physical Activity by Policy (CAP) in Preschools Within the Stockholm Region: Study Protocol for a Cluster Randomized Controlled Trial

Physical Activity, Physical Well-Being, and Psychological Well-Being: Associations with Life Satisfaction during the COVID-19 Pandemic among Early Childhood Educators

A Convergent Mixed Methods Study to Explore Physical Activity Among Teachers and Children During the Preschool Day

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