The Effect of a Teacher-Guided and -Led Indoor Preschool Physical Activity Intervention: A Feasibility Study.
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| Title: | The Effect of a Teacher-Guided and -Led Indoor Preschool Physical Activity Intervention: A Feasibility Study. |
|---|---|
| Authors: | Carroll, Alexandra V.1 (AUTHOR) apv0004@auburn.edu, Spring, Katherine E.1 (AUTHOR), Wadsworth, Danielle D.1 (AUTHOR) |
| Source: | Early Childhood Education Journal. Dec2022, Vol. 50 Issue 8, p1475-1483. 9p. 2 Black and White Photographs, 4 Charts, 1 Graph. |
| Subject Terms: | *Preschool children, *Preschool teachers, *Feasibility studies, *Preschools, Physical activity, Social interaction |
| Abstract: | Preschoolers are not meeting physical activity recommendations and are spending an extensive amount of their day sedentary. Interventions targeting teacher-led strategies can benefit children's physical activity levels the most. The purpose of this feasibility study was to examine the effects of an indoor teacher-guided and -led preschool physical activity intervention in low-income schools. Sixty-six preschoolers and twelve preschool teachers participated in this study. Intact classrooms were randomly assigned to either an intervention or control group. A 2 × 3 mixed ANOVA was used to test changes by group and time. Follow-up measurements included Post-hoc analysis. There was a significant group by time interaction in children's moderate-to-vigorous physical activity (MVPA) levels during indoor time (p = 0.036) and a significant effect on time in children's MVPA levels during outdoor time (p = 0.002). Teacher's identified that when planned, physical activity opportunities are easy to implement during indoor time. Moreover, teachers indicated that they enjoyed providing physical activity opportunities into the classroom setting and the children enjoyed participating in the activities implemented. Teachers identified implementation barriers could be correlated with decreased levels of children's physical activity. Our findings show that a teacher-guided and -led indoor preschool physical activity intervention is a feasible approach that can acutely increase children's MVPA levels. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 159972220 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effect of a Teacher-Guided and -Led Indoor Preschool Physical Activity Intervention: A Feasibility Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Carroll%2C+Alexandra+V%2E%22">Carroll, Alexandra V.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> apv0004@auburn.edu</i><br /><searchLink fieldCode="AR" term="%22Spring%2C+Katherine+E%2E%22">Spring, Katherine E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wadsworth%2C+Danielle+D%2E%22">Wadsworth, Danielle D.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Dec2022, Vol. 50 Issue 8, p1475-1483. 9p. 2 Black and White Photographs, 4 Charts, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Feasibility+studies%22">Feasibility studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+activity%22">Physical activity</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Preschoolers are not meeting physical activity recommendations and are spending an extensive amount of their day sedentary. Interventions targeting teacher-led strategies can benefit children's physical activity levels the most. The purpose of this feasibility study was to examine the effects of an indoor teacher-guided and -led preschool physical activity intervention in low-income schools. Sixty-six preschoolers and twelve preschool teachers participated in this study. Intact classrooms were randomly assigned to either an intervention or control group. A 2 × 3 mixed ANOVA was used to test changes by group and time. Follow-up measurements included Post-hoc analysis. There was a significant group by time interaction in children's moderate-to-vigorous physical activity (MVPA) levels during indoor time (p = 0.036) and a significant effect on time in children's MVPA levels during outdoor time (p = 0.002). Teacher's identified that when planned, physical activity opportunities are easy to implement during indoor time. Moreover, teachers indicated that they enjoyed providing physical activity opportunities into the classroom setting and the children enjoyed participating in the activities implemented. Teachers identified implementation barriers could be correlated with decreased levels of children's physical activity. Our findings show that a teacher-guided and -led indoor preschool physical activity intervention is a feasible approach that can acutely increase children's MVPA levels. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=159972220 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-021-01274-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 1475 Subjects: – SubjectFull: Preschool children Type: general – SubjectFull: Preschool teachers Type: general – SubjectFull: Feasibility studies Type: general – SubjectFull: Preschools Type: general – SubjectFull: Physical activity Type: general – SubjectFull: Social interaction Type: general Titles: – TitleFull: The Effect of a Teacher-Guided and -Led Indoor Preschool Physical Activity Intervention: A Feasibility Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Carroll, Alexandra V. – PersonEntity: Name: NameFull: Spring, Katherine E. – PersonEntity: Name: NameFull: Wadsworth, Danielle D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 50 – Type: issue Value: 8 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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