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Getting Prekindergarten Students up and Moving: Strategies for Improving Physical Activity

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Title: Getting Prekindergarten Students up and Moving: Strategies for Improving Physical Activity
Language: English
Authors: Stringer, Amy J., Chandler, Resa M.
Source: Journal of Physical Education, Recreation & Dance. 2023 94(4):33-40.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2023
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Descriptors: Preschool Education, Preschool Children, Physical Activity Level, Physical Activities, Elementary Schools, Student Needs, Preschool Teachers, Child Health, Guidelines, Training, Teacher Competencies, Teacher Education, Playgrounds, Play
DOI: 10.1080/07303084.2023.2172113
ISSN: 0730-3084
2168-3816
Abstract: As elementary schools expand to include Prekindergarten (PreK), many elementary school physical education teachers are surprised to find PreK classes on their teaching schedule. Equally, many PreK classroom teachers are recognizing the need for quality movement opportunities for their students and are searching for resources that can help all children reach recommendations for physical activity (PA). Both types of teachers may feel ill-equipped and even ill-informed to address the needs of this age group. This article is intended to help teachers better understand the activity needs of PreK students, the benefits of PA, and recommended strategies to embrace.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1387472
Database: ERIC
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  Value: <anid>AN0162968461;erd01apr.23;2023Apr11.03:26;v2.2.500</anid> <title id="AN0162968461-1">Getting Prekindergarten Students Up and Moving: Strategies for Improving Physical Activity </title> <p>As elementary schools expand to include Prekindergarten (PreK), many elementary school physical education teachers are surprised to find PreK classes on their teaching schedule. Equally, many PreK classroom teachers are recognizing the need for quality movement opportunities for their students and are searching for resources that can help all children reach recommendations for physical activity (PA). Both types of teachers may feel ill-equipped and even ill-informed to address the needs of this age group. This article is intended to help teachers better understand the activity needs of PreK students, the benefits of PA, and recommended strategies to embrace.</p> <p>As elementary schools expand to include prekindergarten (PreK), many elementary school physical education teachers are surprised to find PreK classes on their teaching schedule. Equally, many PreK classroom teachers are recognizing the need for quality movement opportunities for their students and are searching for resources that can help all children reach recommendations for physical activity (PA). Unfortunately, many physical educators may feel ill-equipped or even ill-informed to address the PA needs of this age group because their earlier preparation did not include adequate content. This article is intended to help teachers better understand the activity needs of PreK students, the benefits of PA and recommended strategies to embrace. This article includes a collection of sample activities to illustrate effective movement ideas for young children. The research-based advice and the sample activities can help readers create their own "playbook" that can help get PreK children up and moving.</p> <hd id="AN0162968461-2">Early Childhood Activity and Correlate Health Outcomes</hd> <p>For many years, research has clearly demonstrated a plethora of health benefits in children who are physically active. Until recently, the relationship between PA and health outcomes for PreK children has been largely absent. However, PA research on PreK children has increased in the last 2 decades, establishing the benefits of PA, especially cardiovascular activity, for PreK children. Prior to 2005, PreK PA research focused on the relationship between PA and growth and maturation (Malina et al., [<reflink idref="bib19" id="ref1">19</reflink>]). More recently, several thorough reviews of research on PreK children have noted the beneficial effects of PA's impact on health parameters (Carson et al., [<reflink idref="bib9" id="ref2">9</reflink>]; Pate et al., [<reflink idref="bib25" id="ref3">25</reflink>]; Timmons et al., [<reflink idref="bib30" id="ref4">30</reflink>]; Wiersma et al., [<reflink idref="bib37" id="ref5">37</reflink>]). As expected, PA has a strong inverse effect on excess fat (Pate et al., [<reflink idref="bib25" id="ref6">25</reflink>]; Wiersma et al., [<reflink idref="bib37" id="ref7">37</reflink>]) and a positive effect on bone health (Pate et al., [<reflink idref="bib25" id="ref8">25</reflink>]; Piercy et al., [<reflink idref="bib26" id="ref9">26</reflink>]). Though there exists some evidence that there is a positive relationship between PA and blood lipids and PA and blood pressure, overall, the effect of PA on cardiometabolic risk factors is inconclusive (Bell et al., [<reflink idref="bib3" id="ref10">3</reflink>]; Pate et al., [<reflink idref="bib25" id="ref11">25</reflink>]). This lack of evidence supporting improvements of health outcomes with increased PA is due to varying levels of PA among the studies (Bell et al., [<reflink idref="bib3" id="ref12">3</reflink>]). Other problems with the limited PreK and PA publications include quantifying the PA during PreK hours and little access to data about activity levels after school hours (Bell et al., [<reflink idref="bib3" id="ref13">3</reflink>]). Also, children under the age of 6 have less expression of cardiovascular impairment. Nevertheless, some research demonstrates typical improvements in cardiometabolic risk factors associated with increase PA (Jiménez-Pavón et al., [<reflink idref="bib17" id="ref14">17</reflink>]).</p> <p>In addition to cardiometabolic improvements, PA and physical fitness are related to enhanced cognitive skills that involve attention and memory (Becker et al., [<reflink idref="bib2" id="ref15">2</reflink>]). Studies have also identified many other benefits of PA for young children, including improvements in sleep, behavior and mental health and a reduced risk of depression for children as young as 6 years of age (Piercy et al., [<reflink idref="bib26" id="ref16">26</reflink>]).</p> <hd id="AN0162968461-3">Physical Activity Recommendations for Prekindergartners</hd> <p>Providing daily physical activity guidelines aimed at preschoolers has interested researchers, pediatricians and educators beyond the United States. Guidelines for PreK PA were published for Australians in 2010 (Australian Government Department of Health, [<reflink idref="bib1" id="ref17">1</reflink>]), quickly followed by recommendations from the United Kingdom and Canada in 2011 and 2012, respectively (Department of Health, Physical Activity, Health Improvement and Protection, [<reflink idref="bib11" id="ref18">11</reflink>]; Tremblay et al., 2012). In the United States, guidelines for young children were not included in the 2008 <emph>Physical Activity Guidelines for Americans</emph> (U.S. Department of Health and Human Services, [<reflink idref="bib34" id="ref19">34</reflink>]) but are now included in the 2018 edition of the guidelines (Piercy et al., [<reflink idref="bib26" id="ref20">26</reflink>]). The recommendation is 3 h of PA per day from a mixture of light, moderate, and vigorous PA for PreK children (Piercy et al., [<reflink idref="bib26" id="ref21">26</reflink>]). These recommendations have been distilled from consistent findings that children as young as birth benefit from age-appropriate PA (Carson et al., [<reflink idref="bib9" id="ref22">9</reflink>]; Pate et al., [<reflink idref="bib25" id="ref23">25</reflink>]; Timmons et al., [<reflink idref="bib30" id="ref24">30</reflink>]; Wiersma et al., [<reflink idref="bib37" id="ref25">37</reflink>]).</p> <p>SHAPE America – Society of Health and Physical Educators also put forth their guidelines (SHAPE America, 2020), which are more prescriptive, leaving less ambiguity than the guidelines above. Their PA recommendations are as follows:</p> <p></p> <ulist> <item> Guideline 1: Preschoolers should accumulate at least 60 min of structured physical activity per day.</item> <p></p> <item> Guideline 2: Preschoolers should engage in at least 60 min — and up to several hours — of unstructured physical activity per day and should not be sedentary for more than 60 min at a time, except when sleeping.</item> <p></p> <item> Guideline 3: Preschoolers should develop competence in fundamental movement and motor skills that will serve as the building blocks for more advanced physical activity.</item> <p></p> <item> Guideline 4: Whenever possible, caregivers should provide preschoolers with indoor and outdoor areas that meet or exceed recommended safety standards for performing large-muscle activities.</item> <p></p> <item> Guideline 5: Those in charge of preschoolers' health and well-being are responsible for understanding the importance of physical activity and promoting movement skills by providing opportunities for structured and unstructured physical activity.</item> </ulist> <hd id="AN0162968461-4">Activity Levels of PreK Children</hd> <p>Although one might think that young children are naturally active and achieve the recommended amounts of PA with ease, research suggests otherwise. A review of 49 different studies of preschoolers' PA concluded that PreK children actually engage in significant amounts of inactivity and spend very little of their day in vigorous PA (Oliver et al., [<reflink idref="bib23" id="ref26">23</reflink>]; Vale et al., [<reflink idref="bib35" id="ref27">35</reflink>]). Recent estimates suggest most children spend 77% of the PreK day in sedentary activity (Hnatiuk et al., [<reflink idref="bib16" id="ref28">16</reflink>]). A study of PreK students in Canada found that students engaged in only 1.54 min per hour on average of moderate-to-vigorous PA while they were in school (Vanderloo et al., [<reflink idref="bib36" id="ref29">36</reflink>]).</p> <p>The intensity of PA seems to be a variable when assessing the impact of PA on heath measures. Higher moderate-to-vigorous physical activity (MVPA) is correlated with lower fat mass and increases in fat-free mass are associated with MVPA and vigorous physical activity (VPA; Leppänen et al., [<reflink idref="bib18" id="ref30">18</reflink>]). Leppanen et al. (2016) recommended substituting sedentary and light and moderate PA with as little as 5 min of VPA to see measurable results. Similarly, Bürgi et al. ([<reflink idref="bib8" id="ref31">8</reflink>]) stressed the importance of VPA over moderate and total PA. Therefore, it is of interest to the health of our children to increase their activity time, especially MVPA and VPA. Luckily, children at this age are prone to spontaneous, frequent bursts of VPA (Danner et al., [<reflink idref="bib10" id="ref32">10</reflink>]).</p> <hd id="AN0162968461-5">Inadequate Training in Preschool Physical Activity</hd> <p>Ideally, young children learn about physical activity first in their home from their family's participation in sport or other activities such as yoga, taking walks or riding a bike. However, not every child's household includes physically active parents or guardians. Adult and older sibling modeling has a strong impact on young children's ideas about PA and exercise. When children see important adults like parents, guardians, family members or teachers prioritizing movement and exercise opportunities, they themselves are more likely to be active (Brzęk et al., [<reflink idref="bib7" id="ref33">7</reflink>], Vanderloo et al., [<reflink idref="bib36" id="ref34">36</reflink>]). Activities can range from a daily exercise habit to participation in team/individual or dual sport, a weekly yoga class, casual dancing around the classroom or home, walking or riding a bike for fun or transportation, etc. When adults send messages that physical activities, like swimming or riding a bike, are fun, children notice the message and are more interested in active opportunities when they are available. Children are highly impressionable and tend to adopt lifelong activity habits that will stick with them throughout their life span (Piercy et al., [<reflink idref="bib26" id="ref35">26</reflink>]).</p> <p>Given the positive relationship between adult modeling and child behavior, PreK programs are an obvious supportive site in addition to home for establishing healthy PA patterns in children. More PreK teachers or caregivers are attaining birth to kindergarten or early childhood education degrees in the United States. As of 2019, 77.3% of the early education workforce had some postsecondary education or completed an undergraduate or graduate or professional degree program (National Survey of Early Care and Education (NSECE) Project Team (National Opinion Research Center), [<reflink idref="bib22" id="ref36">22</reflink>]). Of those care providers who have completed a postsecondary degree, 70% earned their degree in early childhood education or similar disciplines (NSECE National Survey of Early Care and Education Project Team (National Opinion Research Center), [<reflink idref="bib22" id="ref37">22</reflink>]). This constitutes a 10% increase from 2012 (National Survey of Early Care and Education (NSECE) Project Team (National Opinion Research Center), [<reflink idref="bib22" id="ref38">22</reflink>]). This increase in specific college education is due to the agreement that quality matters; early childhood education or PreK teacher preparation and professional development positively affect early childhood learning outcomes as well as future educational success (Brunsek et al., [<reflink idref="bib6" id="ref39">6</reflink>]; Donoghue et al., [<reflink idref="bib12" id="ref40">12</reflink>]; Manning et al., [<reflink idref="bib20" id="ref41">20</reflink>]). Yet are these PreK pedagogy programs training future teachers to be stewards of healthy PA habits in their students?</p> <p>The United States has seen an 18.5% preschool enrollment increase from 2005 to 2019. As stated above, teacher preparation programs for early childhood education have also increased to keep up with the demand (U.S. Census Bureau, [<reflink idref="bib33" id="ref42">33</reflink>]). A quick glance at the programs of study required for early childhood teaching degree programs at five randomly selected regionally distinct universities, Western Carolina University, Michigan State University, Oregon State University, The University of Connecticut, and Florida International University, yields no evidence that young teachers are learning how to be an effective physical movement facilitator. In these five license granting programs reviewed, none require a course that includes health and PA guidance for the developing teacher even though researchers have established that highly motivated and trained educators have the most success in helping children achieve positive health (Bonvin et al., [<reflink idref="bib5" id="ref43">5</reflink>]). It is common to find a course with the word "play" in the title, but upon closer look these courses are aimed at learning educational theory and socialization as opposed to movement and exercise.</p> <hd id="AN0162968461-6">Getting Children Up and Moving</hd> <p>Though the aforementioned research points out that PreK children are not attaining recommended PA levels (Oliver et al., [<reflink idref="bib23" id="ref44">23</reflink>]; Vale et al., [<reflink idref="bib35" id="ref45">35</reflink>], Vanderloo et al., [<reflink idref="bib36" id="ref46">36</reflink>]), encouraging increased PA and promoting a healthy active lifestyle <emph>can</emph> be accomplished. This table provides suggestions for the school environment and specific activities to help PreK children experience movement opportunities that they enjoy. Young children are responsive to interventions that encourage increased PA (Palmer et al., [<reflink idref="bib24" id="ref47">24</reflink>]). A closer look at the school environment may also identify ways to increase PreK activity levels. Studies suggest that PreK children respond better to specific environmental factors and PA opportunities (Vanderloo et al., [<reflink idref="bib36" id="ref48">36</reflink>]). This article collects these ideas for promoting PA and provides a "playbook" to help everyone, including teacher aids, volunteers, parents/guardians, teachers and school administrators, who is interested in keeping PreK children moving.</p> <p>Research has repeatedly found that well-designed PA significantly affects the amount of PA in PreK children (Bonis et al., [<reflink idref="bib4" id="ref49">4</reflink>]; Eliakim et al., [<reflink idref="bib13" id="ref50">13</reflink>]; Tucker et al., [<reflink idref="bib32" id="ref51">32</reflink>]). It should be noted that one study has shown no difference in PA between structured and free play (Frank et al., [<reflink idref="bib14" id="ref52">14</reflink>]). This is not a surprising finding given the variable amount of access to quality play spaces and equipment (Hinkley et al., [<reflink idref="bib15" id="ref53">15</reflink>]; Sugiyama et al., [<reflink idref="bib29" id="ref54">29</reflink>]).</p> <p>When planning PreK activity, it is a good idea to consider strategies to enhance PA beyond selecting games or movement experiences. Given the fact that there are many resources that identify ways to motivate young children to become physically active, this article identifies key strategies that all effective teachers can use because they are based on contemporary research findings. Research suggests that providing children with plenty of moveable equipment increases activity levels. Although many schools have elaborate playground equipment, children are more active when they are provided balls, noodles, hoops, scooters, etc. (Vanderloo et al., [<reflink idref="bib36" id="ref55">36</reflink>]). Engaged adult supervision can make a big difference in PreK PA. Adult supervisors who can encourage the use of various equipment or suggest new or modified activities are important. An adult's personalized instruction resulting in enhanced motor skill performance will allow children to be successful in their desired activity in the moment and outside of class (Piercy et al., [<reflink idref="bib26" id="ref56">26</reflink>]). Other evidence-based strategies to enhance children's PA are provided in Table 1.</p> <p>Table 1. Strategies to Increase Physical Activity</p> <p> <ephtml> <table><tbody valign="top"><tr><td>Provide lots of moveable equipment; for example, balls, scooters, noodles, hoops; see extensive list in the playbook (Vanderloo et al., <xref ref-type="bibr" rid="bibr36">2014</xref>)</td></tr><tr><td>Include age-appropriate music</td></tr><tr><td>Surround children with adults who are personally physically active and encourage PA, keeping students motivated by changing activities on a regular basis, adding challenge to activities that are too easy, or decreasing challenge for activities that are too difficult (Brzęk et al., <xref ref-type="bibr" rid="bibr7">2018</xref>; Piercy et al., <xref ref-type="bibr" rid="bibr26">2018</xref>)</td></tr><tr><td>Utilize your school's website to post "homework" that includes fun ideas for multigenerational movement and activity challenges that earn "extra credit" or even prizes</td></tr><tr><td>Sedentary play equipment like swing sets and monkey bars are typically not as effective at getting students moving as moveable equipment like balls, frisbees, hula hoops, etc. (Vanderloo et al., <xref ref-type="bibr" rid="bibr36">2014</xref>)</td></tr></tbody></table> </ephtml> </p> <p>Table 2. Sample Activities: Proven Strategies to Get PreK Students Active and Moving</p> <p> <ephtml> <table><tbody valign="top"><tr><td>Below are sample activities for four different types of physical activity options for PreK: chase and flee games, dance, imagination games, and creating an obstacle course. A reminder of other PA opportunities outside of class involving the school playground and home activities is included. Teachers are encouraged to consider these samples and produce their own collection of active play options that work in their environment with the equipment and personnel available to them.</td></tr><tr><td>Chase and Flee: Tag Object of the game: The person who is identified as "it" chases and hopefully tags someone. When that person is tagged, they are "it" and have assumed the role of the tagger. How tag can enhance physical activity: If games are monitored and roles are changed frequently, tag will keep students moving at varying speeds throughout the game. It is interval training in game form. Key rules: No "tag backs," meaning the person tagged cannot tag the tagger. Don't tag someone's head or feet. Suggestion: Define a boundary. If a student goes outside of the boundary, they are automatically "it." Establish a time limit and appoint new taggers so everyone has the chance to experience both roles.</td></tr><tr><td>Variations: Noodle tag where students tag with a foam noodle. Students should try to tag other students on the legs. Freeze tag where students freeze when tagged Shadow tag, where students "tag" other students by stepping on their shadow (best for upper primary students) Steal the Jewels. Three to five students are given small objects like a piece of paper, dice or any small object to hide in their hands. If they are tagged, they must give the "jewels" to the tagger.</td></tr><tr><td>Dance Object of the activity: Dance, and when the music stops, freeze. If a student doesn't freeze, call their name and ask them to hop up and down five times (or complete another similar activity) before they can join the next round. Change the music frequently if students need renewed motivation. How dancing can enhance physical activity: Dance compels participants to move and be active with the rhythm of the music. Students who don't enjoy running or sport skill games may enjoy dancing. Music ideas: Anything with "school appropriate" lyrics and a good tempo that you enjoy! Specific ideas: "ABC, 123" (Jackson 5), "Walk Like an Egyptian" (Bangles), "Happy" (Pharrel Williams), "Can't Stop the Feeling" (Justin Timberlake), "Mmmmbop" (Hanson), "Wannabe" (Spice Girls), and "Dance Monkey" (Tones and I). If you have access to Spotify, search for "school-appropriate playlist." This collection includes songs that are prescreened for appropriate topics and language.</td></tr><tr><td>Imagination Game: I See, I See! (Playworks, n.d.) Object of the game: Run around in general space and when the teacher calls out something they see, the students pretend they are that object and attempt to act it out. How this game can enhance physical activity: Students are distracted by the task and will remain active. Pre-activity instructions: When I say "go," you can run around inside the orange cones/spots. Don't go outside the zone! ("inside"/"outside" may be a crucial point for clarification). When I say, "I see I see," you need to freeze. (Show me "freeze.") The students run around (music is optional). The teacher stops the music and calls out "I see I see!" The students respond, "What do you see?" The teacher will say, "I See ______." The blank can be anything — an object, a person, something imaginary, large or small. The students will act it out in the designated area. An example dialogue for the game: Teacher: "I See, I See!!" Students: "What do you see?" Teacher: "I see a superhero flying in the sky!" [Students then run around the gym with their arms out, acting like superheroes flying through the sky.] Other ideas: a crab walking, a cloud moving across the sky, a frog hopping, a train, a bridge (have them plank), fireworks exploding, a fish swimming, a balloon flying, a bear walking.</td></tr><tr><td>Obstacle Course Build an obstacle course linking together simple activities. Do your best to keep it easy to follow by linking activities together with Poly Spots, equipment that is the same color or even tape arrows. If possible, set up multiple stations so students complete it at the same time, minimizing waiting in line. Include four or more activities and lots of markers in between to help students move easily between activities. For example: A student may begin by running 20 ft to a series of hurdles they need to jump over. From there, they run another 10 ft to a series of propped-up Hula-Hoops that they crawl through and then run another 30 ft to a series of cones to run around, slalom style. Finally, the student can ring a bell at the finish line and return to the end of the line. You may even be able to incorporate playground equipment/into your course. Consider including four to five activities. Make sure you walk students through the course so they understand what to do. Once they are successful, you can add or substitute new activities. Some ideas for sections of the course: Step over hurdles Climb under noodles propped up with two noodle holders or under some chairs Run around or weave through a series of cones Bounce on a bouncy ball Hop on circles or dots on the ground Climb through Hula-Hoops standing on end Walk across a balance beam or a series of Bosu balls (teacher spotting is encouraged at a balance station) Run and touch something (a noodle or a balloon suspended from a playground bridge) Frog jump/bear walk/crab walk for 10 yards Jump over a jump rope tied between two objects or lying on top of two cones Sprint to an object and touch it Carry something heavy to a spot like a 5 lb. medicine ball Carry/toss something into a hoop/bucket Log roll down a gymnastics mat Ring a bell at the finish line You may be able to incorporate playground equipment/into your course. Include climbing, sliding, balancing, etc.</td></tr><tr><td>The School Playground Do not underestimate the value of unstructured play (Frank et al., <xref ref-type="bibr" rid="bibr14">2018</xref>). Recess is an opportunity for students to move on their own and be active and can support physical education class objectives. Daily physical education classes are typically not offered in preschools. Physical education teachers can support recess by encouraging students to practice during recess and make sure the playground is supplied with equipment that encourages activity. Providing lots of fun equipment will foster activity and encourage enhanced motor skills. Solicit student input on equipment purchases. Ask students what equipment they play with the most and check in with the recess supervisor to better edit your list of recommendations. Playground equipment ideas include: Balls of all sizes, shapes and weights including beach balls, a variety of foam balls, and bouncy playground balls. Playground equipment that encourages students to climb, slide, swing, crawl, jump and balance (under adult supervision) Age-appropriate bikes and scooters Fleece balls Hula hoops Foam discs Jump ropes (under adult supervision)</td></tr></tbody></table> </ephtml> </p> <hd id="AN0162968461-7">The School Playground</hd> <p>Do not underestimate the value of unstructured play (Frank et al., [<reflink idref="bib14" id="ref57">14</reflink>]). Recess is an opportunity for students to move on their own and be active and can support physical education class objectives. Daily physical education classes are typically not offered in preschools. Physical education teachers can support recess by encouraging students to practice during recess and make sure the playground is supplied with equipment that encourages activity. Providing lots of fun equipment will foster activity and encourage enhanced motor skills. Solicit student input on equipment purchases. Ask students what equipment they play with the most and check in with the recess supervisor to better edit your list of recommendations. Playground equipment ideas include the following:</p> <p></p> <ulist> <item> Balls of all sizes, shapes and weights including beach balls, a variety of foam balls and bouncy playground balls.</item> <p></p> <item> Playground equipment that encourages students to climb, slide, swing, crawl, jump and balance (under adult supervision)</item> <p></p> <item> Age-appropriate bikes and scooters</item> <p></p> <item> Fleece balls</item> <p></p> <item> Hula hoops</item> <p></p> <item> Foam discs</item> <p></p> <item> Jump ropes (under adult supervision</item> </ulist> <hd id="AN0162968461-8">Activities</hd> <p>Providing all young children with appropriate and motivating movement opportunities is important. The sample activities in Table 2 offer a variety of ideas and activities to help PreK through primary students from various backgrounds and ability levels get moving and stay active. The impact of regular PA has proven benefits to children's physical and mental health as well as their cognition and affective development. Although most of the sample activities include instructor-led activities for PreK at school, they also prompt teachers to include the home and playground as great sites for PA. All movement experiences have the potential to lead a child to choose a healthy active lifestyle repeatedly throughout their life and enjoy the many benefits of PA.</p> <hd id="AN0162968461-9">Other Considerations</hd> <p></p> <ulist> <item> As students engage in increased PA, their bodies will adapt and the activity will seem easier. To achieve higher levels of fitness, increase the number of minutes the students are active, increase the intensity, or increase the number of activity events the students engage in per week (Piercy et al., [<reflink idref="bib26" id="ref58">26</reflink>]).</item> <p></p> <item> Home/school support: SHAPE America has a library of 25 PreK activities to help families be more active. Activities require little or no equipment and offer great ideas for active family fun. This collection can be found at: https://www.shapeamerica.org/publications/resources/downloads-earlyChildhood.aspx</item> <p></p> <item> Sometimes the best exercise is the most accessible exercise. Going for a walk around your neighborhood, raking leaves, climbing trees, and playing at home with family members, neighbors or the family dog are all great ways of being active. Going outdoors together can be especially fulfilling for families, allowing them to be in nature and enjoy the natural world together. Hiking, swimming, canoeing and kayaking are some examples of "outdoor adventure" that are commonly accessible for active families. Being active as a family sends an important message about the value of movement to young children and can influence their desire to engage in PA.</item> </ulist> <ref id="AN0162968461-10"> <title> References </title> <blist> <bibl id="bib1" idref="ref17" type="bt">1</bibl> <bibtext> Australian Government Department of Health. (2010). Move and play every day: National physical activity recommendations for children 0-5 years. Australian Governmental, Department of Health. https://doh.health.tas.gov.au/__data/assets/pdf_file/0008/78812/PA_Rec_0-5_yo_-_Q_and_A1.pdf</bibtext> </blist> <blist> <bibl id="bib2" idref="ref15" type="bt">2</bibl> <bibtext> Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Education and Development, 25 (1), 56 – 70. https://doi.org/10.1080/10409289.2013.780505</bibtext> </blist> <blist> <bibl id="bib3" idref="ref10" type="bt">3</bibl> <bibtext> Bell, L. A., Fletcher, E. A., Timperio, A., Vuillermin, P., & Hesketh, K. (2019). Preschool children's physical activity and cardiovascular disease risk: A systematic review. Journal of Science and Medicine in Sport, 22 (5), 568 – 573. https://doi.org/10.1016/j.jsams.2018.11.021</bibtext> </blist> <blist> <bibl id="bib4" idref="ref49" type="bt">4</bibl> <bibtext> Bonis, M., Loftin, M., Ward, D., Tseng, T. S., Clesi, A., & Sothern, M. (2014). Improving physical activity in daycare interventions. Childhood Obesity, 10 (4), 334 – 341. https://doi.org/10.1089/chi.2014.0040</bibtext> </blist> <blist> <bibl id="bib5" idref="ref43" type="bt">5</bibl> <bibtext> Bonvin, A., Barral, J., Kakebeeke, T. H., Kriemler, S., Longchamp, A., Schindler, C., Marques-Vidal, P., & Puder, J. J. (2013). 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(2019, v3 2021, November 1). National Survey of Early Care and Education (NSECE). Inter-university Consortium for Political and Social Research [distributor], 2021-11-01. https://doi.org/10.3886/ICPSR37941.v3</bibtext> </blist> <blist> <bibtext> Oliver, M., Schofield, G. M., & Kolt, G. S. (2007). Physical activity in preschoolers. Sports Medicine, 37 (12), 1045 – 1070. https://doi.org/10.2165/00007256-200737120-00004</bibtext> </blist> <blist> <bibtext> Palmer, K. K., Chinn, K. M., & Robinson, L. E. (2019). The effect of the CHAMP intervention on fundamental motor skills and outdoor physical activity in preschoolers. Journal of Sport and Health Science, 8 (2), 98 – 105. https://doi.org/10.1016/j.jshs.2018.12.003</bibtext> </blist> <blist> <bibtext> Pate, R. R., Hillman, C., Janz, K., Katzmarzyk, P. T., Powell, K. E., Torres, A., & Whitt-Glover, M. C. 2018 Physical Activity Guidelines Advisory Committee. (2019). Physical activity and health in children under 6 years of age: A systematic review. Medicine & Science in Sports & Exercise, 51 (6), 1282 – 1291. https://doi.org/10.1249/MSS.0000000000001940</bibtext> </blist> <blist> <bibtext> Piercy, K. L., Troiano, R. P., Ballard, R. M., Carlson, S. A., Fulton, J. E., Galuska, D. A., George, S. M., & Olson, R. D. (2018). The physical activity guidelines for Americans. JAMA, 320 (19), 2020 – 2028. https://doi.org/10.1001/jama.2018.14854</bibtext> </blist> <blist> <bibtext> SHAPE America – Society of Health and Physical Educators. (2020). Active start: SHAPE America physical activity guidelines for children from birth to age 5. https://<ulink href="http://www.shapeamerica.org/standards/guidelines/activestart.aspx">www.shapeamerica.org/standards/guidelines/activestart.aspx</ulink></bibtext> </blist> <blist> <bibtext> SHAPE America – Society of Health and Physical Educators. (n.d.). Active start: SHAPE America physical activity guidelines for children from birth to age 5. Retrieved March 1, 2023, from https://<ulink href="http://www.shapeamerica.org/standards/guidelines/">www.shapeamerica.org/standards/guidelines/</ulink> activestart.aspx</bibtext> </blist> <blist> <bibtext> Sugiyama, T., Okely, A. D., Masters, J. M., & Moore, G. T. (2012). Attributes of child care centers and outdoor play areas associated with preschoolers' physical activity and sedentary behavior. Environment and Behavior, 44 (3), 334 – 349. https://doi.org/10.1177/0013916510393276</bibtext> </blist> <blist> <bibtext> Timmons, B. W., Leblanc, A. G., Carson, V., Connor Gorber, S., Dillman, C., Janssen, I., Kho, M. E., Spence, J. C., Stearns, J. A., & Tremblay, M. S. (2012). Systematic review of physical activity and health in the early years (aged 0-4 years). Applied Physiology, Nutrition, and Metabolism = Physiologie Appliquee, Nutrition Et Metabolisme, 37 (4), 773 – 792.</bibtext> </blist> <blist> <bibtext> Tremblay, M. S., LeBlanc, A. G., Carson, V., Choquette, L., Gorber, S. C., Dillman, C., Duggan, M., Gordon, M. J., Hicks, A., Janssen, I., Kho, M. E., Latimer-Cheung, A. E., LeBlanc, C., Murumets, K., Okely, A. D., Reilly, J. J., Spence, J. C., Stearns, J. A., & Timmons, B. W. (2012). Canadian physical activity guidelines for the early years (aged 0–4 years). Applied Physiology, Nutrition, and Metabolism, 37 (2), 345 – 356. https://doi.org/10.1139/h2012-018</bibtext> </blist> <blist> <bibtext> Tucker, P., Vanderloo, L. M., Johnson, A. M., Burke, S. M., Irwin, J. D., Gaston, A., Driediger, M., & Timmons, B. W. (2017). Impact of the supporting physical activity in the childcare environment (SPACE) intervention on preschoolers' physical activity levels and sedentary time: a single-blind cluster randomized controlled trial. International Journal of Behavioral Nutrition and Physical Activity, 14 (1), 1 – 11. https://doi.org/10.1186/s12966-017-0579-7</bibtext> </blist> <blist> <bibtext> U.S. Census Bureau. (2021). Heightened focus on early childhood education programs as preschool enrollment increased before COVID-19. Census.Gov. https://<ulink href="http://www.census.gov/library/stories/2021/11/pre-pandemic-early-childhood-enrollment-expanded-as-more-enrolled-public-preschool.html">www.census.gov/library/stories/2021/11/pre-pandemic-early-childhood-enrollment-expanded-as-more-enrolled-public-preschool.html</ulink></bibtext> </blist> <blist> <bibtext> U.S. Department of Health and Human Services. (2008). US Department of Health and Human Services 2008 physical activity guidelines for Americans. https://health.gov/sites/default/files/2019-09/paguide. pdf</bibtext> </blist> <blist> <bibtext> Vale, S., Trost, S. G., Duncan, M. J., & Mota, J. (2015). Step based physical activity guidelines for preschool-aged children. Preventive Medicine, 70, 78 – 82. https://doi.org/10.1016/j.ypmed.2014.11.008</bibtext> </blist> <blist> <bibtext> Vanderloo, L. M., Tucker, P., Johnson, A. M., Van Zandvoort, M. M., Burke, S. M., & Irwin, J. D. (2014). The influence of centre-based childcare on preschoolers' physical activity levels: A cross-sectional study. International Journal of Environmental Research and Public Health, 11 (2), 1794 – 1802. https://doi.org/10.3390/ijerph110201794</bibtext> </blist> <blist> <bibtext> Wiersma, R., Haverkamp, B. F., Beek, J. H., Riemersma, A. M. J., Boezen, H. M., Smidt, N., Corpeleijn, E., & Hartman, E. (2020). Unravelling the association between accelerometer‐derived physical activity and adiposity among preschool children: A systematic review and meta‐analyses. Obesity Reviews, 21 (2), e12936. https://doi.org/10.1111/obr.12936</bibtext> </blist> </ref> <aug> <p>By Amy J. Stringer and Resa M. Chandler</p> <p>Reported by Author; Author</p> <p></p> <p>Amy J. Stringer is an Assistant Professor in the Department of Teaching and Learning at Western Carolina University, NC.</p> <p>Resa M. Chandler is an Associate Professor in the Department of Teaching and Learning at Western Carolina University, NC.</p> </aug> <nolink nlid="nl1" bibid="bib19" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib25" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib30" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib37" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib26" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib17" firstref="ref14"></nolink> <nolink nlid="nl7" bibid="bib11" firstref="ref18"></nolink> <nolink nlid="nl8" bibid="bib34" firstref="ref19"></nolink> <nolink nlid="nl9" bibid="bib23" firstref="ref26"></nolink> <nolink nlid="nl10" bibid="bib35" firstref="ref27"></nolink> <nolink nlid="nl11" bibid="bib16" firstref="ref28"></nolink> <nolink nlid="nl12" bibid="bib36" firstref="ref29"></nolink> <nolink nlid="nl13" bibid="bib18" firstref="ref30"></nolink> <nolink nlid="nl14" bibid="bib10" firstref="ref32"></nolink> <nolink nlid="nl15" bibid="bib22" firstref="ref36"></nolink> <nolink nlid="nl16" bibid="bib12" firstref="ref40"></nolink> <nolink nlid="nl17" bibid="bib20" firstref="ref41"></nolink> <nolink nlid="nl18" bibid="bib33" firstref="ref42"></nolink> <nolink nlid="nl19" bibid="bib24" firstref="ref47"></nolink> <nolink nlid="nl20" bibid="bib13" firstref="ref50"></nolink> <nolink nlid="nl21" bibid="bib32" firstref="ref51"></nolink> <nolink nlid="nl22" bibid="bib14" firstref="ref52"></nolink> <nolink nlid="nl23" bibid="bib15" firstref="ref53"></nolink> <nolink nlid="nl24" bibid="bib29" firstref="ref54"></nolink>
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  Data: Getting Prekindergarten Students up and Moving: Strategies for Improving Physical Activity
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Physical+Education%2C+Recreation+%26+Dance%22"><i>Journal of Physical Education, Recreation & Dance</i></searchLink>. 2023 94(4):33-40.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activity+Level%22">Physical Activity Level</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Health%22">Child Health</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Playgrounds%22">Playgrounds</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink>
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  Data: As elementary schools expand to include Prekindergarten (PreK), many elementary school physical education teachers are surprised to find PreK classes on their teaching schedule. Equally, many PreK classroom teachers are recognizing the need for quality movement opportunities for their students and are searching for resources that can help all children reach recommendations for physical activity (PA). Both types of teachers may feel ill-equipped and even ill-informed to address the needs of this age group. This article is intended to help teachers better understand the activity needs of PreK students, the benefits of PA, and recommended strategies to embrace.
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