The Effects of the PLAYTOD Program on Children’s Physical Activity at Preschool Playgrounds in a Deprived Urban Area: A Randomized Controlled Trial

Toussaint, Nicole; Streppel, Martinette T; Mul, Sandra; Fukkink, Ruben; Weijs, P.J.M.; Janssen, Mirka

doi:10.3390/ijerph17010329

Cited by 8 publications

(6 citation statements)

References 39 publications

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“…Our findings are consistent with scientific evidence from the literature demonstrating the positive effect of PA on improving motor and pre-literacy skills in preschool age (Orton et al, 2009;Logan et al, 2012;Zeng et al, 2017;Aivazidis et al, 2019;Popovic et al, 2020). Indeed, although the literature regarding the practice of PA in kindergarten is limited, recent researches have investigated the effects of different PA interventions on several skills and health aspects in preschoolers (Popovic et al, 2020;Toussaint et al, 2020). In 2008, Stodden et al developed a conceptual model hypothesizing a primary connection between the level of PA and the quality of MC (Stodden et al, 2008).…”

Section: Discussionsupporting

confidence: 91%

Effectiveness of a Physical Education Program on the Motor and Pre-literacy Skills of Preschoolers From the Training-To-Health Project: A Focus on Weight Status

Battaglia

Giustino

Tabacchi

et al. 2020

Front. Sports Act. Living

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Many studies reported a positive relationship between motor skills, cognitive functions, and school performance in school-age children; however, little is known in preschool children. The aim of the present study was to demonstrate the effectiveness of a physical education program (PEP) on locomotor, object control skills, and pre-literacy cognitive functions in a wide population of preschoolers and verify whether weight status could influence these abilities. In the context of the Training-to-Health Project, a sample of 1,029 preschoolers was recruited in kindergartens from the urban area of Palermo (Italy). Their gross motor and pre-literacy skills were tested before (PRE) and after (POST) following 16 weeks (2 h/week) of a PEP, which included ludic-motor activities aimed at developing body awareness and fundamental motor and perceptual-sensory skills. Analyses of variance (ANOVA) were performed to assess the skills before and after the intervention and to evaluate the effect of different categories of weight status on the examined variables. Regression analyses were conducted to confirm the hypothesized interrelationship between motor and pre-literacy skills in the considered sample. Both locomotor/object control and pre-literacy skills were significantly higher in children after the PEP (p < 0.05). We found 23% of overweight children and no significant difference between weight status classes in both PRE and POST PEP groups. In the POST group, higher locomotor and object control skills were mostly associated with better pre-literacy skills. This study shows that PEP was effective in improving both motor and pre-literacy skills in preschoolers independently from age and gender, while weight status did not affect these skills suggesting that this program can be administrated indifferently in children with different categories of weight status. Therefore, PEP could be a decisive education strategy to enhance motor and cognitive learning in preschool children and to achieve successful academic outcomes.

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Section: Discussionsupporting

confidence: 91%

Effectiveness of a Physical Education Program on the Motor and Pre-literacy Skills of Preschoolers From the Training-To-Health Project: A Focus on Weight Status

Battaglia

Giustino

Tabacchi

et al. 2020

Front. Sports Act. Living

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“…Observations on playgrounds also showed that, after PLAYTOD, the observed role of ECEC teachers on intervention playgrounds was more active. The results of the observations on playgrounds were recently published [23].…”

Section: Discussionmentioning

confidence: 99%

“…It focussed on the teachers' knowledge and practices in order to create a challenging outdoor environment in which young children can practice their motor skills. A detailed description of the intervention was previously published [20,23]. In short, 2 face-to-face training sessions of 2 hours each were organised for 4 groups of ECEC teachers.…”

Section: Study Sample and Recruitmentmentioning

confidence: 99%

The effects of a preschool-based intervention for Early Childhood Education and Care teachers in promoting healthy eating and physical activity in young children: A cluster randomised controlled trial

et al. 2021

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The need for excess weight gain prevention in disadvantaged young children is widely recognised. Early Childhood Education and Care teachers are potential key actors in early interventions to prevent overweight and obesity. This study examines the effects of a preschool-based intervention for teachers in promoting healthy eating and physical activity in young children. A cluster randomised controlled trial was conducted at 41 preschools in a deprived area of Amsterdam, The Netherlands. The intervention consisted of 2 programmes that were applied in succession: A Healthy Start and PLAYgrounds for TODdlers. The study period was 9 months. Primary outcomes were assessed via questionnaires and included teachers’ knowledge, attitude, food/activity-related practices, and level of confidence in promoting healthy behaviours. Secondary outcomes in this study were teachers’ and children’s BMI (z-score), body composition, dietary intake and physical activity level. Intention-to-treat analyses were performed using linear mixed models. In total, 115 teachers and 249 children (mean age 3.0 (0.2) years) were included. A positive effect on teachers’ knowledge about the Dutch dietary guidelines was found after the programme A Healthy Start (difference = 1.38; 1-sided 95% CL = 0.29; p = 0.02). This effect was not sustained at 9 months (difference = 0.34; 1-sided 95% CL = -0.76; p = 0.31). The overall intervention had a positive effect on 3 of the 5 attitude statements regarding a healthy lifestyle (difference ranged from 0.34 to 0.55) and on the practice scale Activity-related-Modelling (difference = 0.16; 1-sided 95% CL = 0.06; p = 0.01). No intervention effects were observed on food-related practice scales and the level of confidence in promoting healthy behaviours. At this stage, no effects were seen on teachers’ and children’s BMI (z-score). This study contributes to the professional development of Early Childhood Education and Care teachers and addresses the call for interventions to prevent overweight/obesity and to minimise health inequalities in young children.

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“…Este hecho destaca que el enriquecimiento lúdico-motor del patio de recreo ha fomentado un comportamiento activo e interactivo de los niños. Sobre este tema, varios estudios de intervención con un diseño cuasi-experimental reportan un aumento significativo en el nivel de actividad física de los niños después de la introducción de materiales y marcas visuales en el patio de la escuela (Blaes et al, 2013;Erwin, Ickes, Ahn & Fedewa, 2014;Fairclough, Stratton & Butcher, 2008;Lopez et al, 2018;Ridgers et al, 2007;Stratton y Mullan, 2005;Toussaint et al, 2020;Verstraete, Cardon, Clercq & Bourdeaudhui, 2006). Además, Dowda y sus colegas ( 2009), al analizar la influencia del contexto escolar en los niveles de actividad física del niño, concluyeron que los niños en edad preescolar con niveles más altos de actividad física moderada e intensa asistieron a contextos escolares con las siguientes características en comparación con otros:…”

Section: Discussionunclassified

El recreo escolar en la Educación Infantil: desafíos y oportunidades de múltiples aprendizajes

et al. 2021

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El recreo escolar es un espacio educativo que debe ser considerado por los maestros de Educación Infantil con una atención especial. En base a esta premisa, en este estudio se pretende presentar un proyecto de intervención educativa llevado a cabo en un recreo escolar de un Colegio de Educación Infantil y Primaria del municipio de Viana do Castelo, Portugal, y analizar el impacto de los cambios realizados en el patio de recreo en el comportamiento lúdico, motor y social de 18 niños de 3 a 6 años (Medad=4.2±0.6). Para evaluar el impacto se realizó una observación focal para comparar el comportamiento de los niños antes y después de la intervención. La colección de datos se complementó con un análisis de los dibujos de los niños antes y después de la intervención, y una breve entrevista sobre la satisfacción con los juegos introducidos en el patio de recreo. Del análisis e interpretación de los resultados se puede concluir que la intervención educativa llevada a cabo en el recreo escolar promovió en los niños una conducta activa y socializadora. El circuito de triciclos fue la actividad lúdica más explorada por la mayoría de los chicos, mientras que las chicas prefirieron los juegos simbólicos y los aparatos fijos. Esta diferencia entre géneros se evidenció en las preferencias lúdicas reportadas por los niños y en sus registros gráficos. Los dibujos revelaron que los niños cambiaron su percepción espacial, funcional y estética del patio de recreo después de la intervención.

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The Effects of the PLAYTOD Program on Children’s Physical Activity at Preschool Playgrounds in a Deprived Urban Area: A Randomized Controlled Trial

Cited by 8 publications

References 39 publications

Effectiveness of a Physical Education Program on the Motor and Pre-literacy Skills of Preschoolers From the Training-To-Health Project: A Focus on Weight Status

Effectiveness of a Physical Education Program on the Motor and Pre-literacy Skills of Preschoolers From the Training-To-Health Project: A Focus on Weight Status

The effects of a preschool-based intervention for Early Childhood Education and Care teachers in promoting healthy eating and physical activity in young children: A cluster randomised controlled trial

El recreo escolar en la Educación Infantil: desafíos y oportunidades de múltiples aprendizajes

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