scholarly journals Strategies for Teachers to Promote Physical Activity in Early Childhood Education Settings—A Scoping Review

2021 ◽  
Vol 18 (3) ◽  
pp. 867
Author(s):  
Toby C. T. Mak ◽  
Derwin K. C. Chan ◽  
Catherine M. Capio
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Scoping Review ◽  
Best Practice ◽  
Activity Patterns ◽  
Physical Activity Promotion ◽  
Evidence Base ◽  
Childhood Education ◽  
Activity Promotion

Recent evidence has emphasized the importance of the early childhood years for developing lifelong physical activity patterns. As such, evidence-informed programs that create opportunities for young children to engage in physical activity are needed and education settings present an important context. This review aimed to identify strategies that are implemented by teachers to promote physical activity in early childhood education and care settings. This is a scoping review that followed the framework proposed by the Joanna Briggs Institute. Searches were conducted using the databases of PubMed, SCOPUS, PsycINFO, SPORT Discus, ERIC and Web of Science for publications up to September 2020. From a total of 8974 articles, 19 were deemed eligible. Ten types of strategies, performed by teachers with the intention to improve physical activity-related primary outcomes, were identified. Physical activity promotion by teachers in early childhood settings is recommended to take a multi-strategy approach, in conjunction with professional development training opportunities and continuous follow-up support for teachers. Future work is warranted to fill the evidence gap in other regions (e.g., Asia, Africa and South America) and strengthen the evidence base to establish best practice standards.

scholarly journals The Impact of a Workplace Wellness Program on Provider Health in Early Childhood Education Settings

2019 ◽  
Vol 68 (2) ◽  
pp. 65-72 ◽  
Author(s):  
Jamie N. Powers ◽  
Charlotte V. Farewell ◽  
Emily Maiurro ◽  
Jini Puma
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Logistic Regression ◽  
Early Childhood Education ◽  
Health Behaviors ◽  
Healthy Eating ◽  
Fruits And Vegetables ◽  
Workplace Wellness ◽  
Physically Active ◽  
Childhood Education

Background: Early childhood education (ECE) working environments often contribute to poor health outcomes. The purpose of this study was to describe healthy eating–related and physical activity–related awareness and adoption of behavior change of ECE providers after participating in a workplace wellness (WW) program and to explore facilitators and barriers to ECE provider participation in WW program. Methods: The WW program offered healthy eating and physical activity challenges to promote ECE provider health and well-being. Approximately 1,000 ECE providers in Colorado from 35 ECE settings were invited to participate. After the intervention, ECE providers completed two surveys: (a) a provider postsurvey and (b) a WW challenge survey. Multivariable logistic regression modeling was used to examine factors associated with percent agreement that participation in the WW program increased awareness and adoption of health behaviors. Findings: A total of 250 (25%) ECE providers participated in WW program from 2015 to 2017. After participation, approximately 84% of respondents agreed they were more aware of the importance of eating fruits and vegetables and of being physically active, while 81% reported eating more fruits and vegetables, and 80% reported being more physically active in the workplace. Logistic regression models found that the length of time teaching in ECE settings was positively and significantly associated (odds ratio [OR] = 1.10, 95% confidence interval [CI] = [1.00, 1.21]) with the odds of providers agreeing that participation in the WW program increased their awareness of health behaviors. Conclusion/Application to Practice: The design and implementation of WW programs that emphasize facilitators, such as intrinsic and extrinsic motivation, as well as reduce barriers, such as time constraints and unachievable goal setting, may increase the awareness and adoptions of healthy eating–related and physical activity–related behaviors among ECE work settings.

Pedestrian Activity Among California Adults

2009 ◽  
Vol 6 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Anna E. Mathews ◽  
Natalie Colabianchi ◽  
Brent Hutto ◽  
Delores M. Pluto ◽  
Steve P. Hooker
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Activity Patterns ◽  
Physical Activity Promotion ◽  
Activity Level ◽  
Activity Levels ◽  
Public Health Agencies ◽  
Activity Promotion ◽  
Health Agencies ◽  
Random Digit Dial

Background:The objectives of this study were to assess (1) pedestrian activity levels among adults, (2) where and why adults engage in pedestrian activity, and (3) what adults consider when deciding where to engage in pedestrian activity.Methods:Pedestrian activity was assessed in 12,036 California adults, ≥18 years, using a random digit-dial telephone survey.Results:Significant differences were identified by race, sex, age, and physical activity level in the type, location, and purpose of pedestrian activities. Men engage in pedestrian activity at work, and women engage in pedestrian activity while escorting children to school and running errands. Whites primarily engage in leisure-time pedestrian activity, and non-whites are more likely to engage in pedestrian activity for transportation. Older adults were less active than their younger counterparts.Conclusions:These findings should be considered by public health agencies and their partners as they continue to increase and promote opportunities for pedestrian activity. Additional research is needed to assess older adults’ physical activity patterns and preferences, barriers, and facilitators to effectively tailor physical activity promotion efforts to this at-risk group.

Intentional teaching in early childhood education: A scoping review

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Susan Grieshaber ◽  
Susan Krieg ◽  
Felicity McArdle ◽  
Jennifer Sumsion
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Scoping Review ◽  
Childhood Education

Validity of Garmin Vívofit 1 and Garmin Vívofit 3 for School-Based Physical Activity Monitoring

2019 ◽  
Vol 31 (1) ◽  
pp. 130-136 ◽  
Author(s):  
Adam Šimůnek ◽  
Jan Dygrýn ◽  
Lukáš Jakubec ◽  
Filip Neuls ◽  
Karel Frömel ◽  
...  
Keyword(s):  
Physical Activity ◽  
Activity Patterns ◽  
Physical Activity Promotion ◽  
After School ◽  
School Based ◽  
Physical Activity Monitoring ◽  
Activity Promotion ◽  
Before School ◽  
Criterion Method ◽  
Free Living Conditions

Purpose:Activity trackers are useful tools for physical activity promotion in adolescents, but robust validity evaluations have not been done under free-living conditions. This study evaluated the validity of the Garmin Vívofit 1 (G1) and Garmin Vívofit 3 (G3) in different settings and contexts.Methods:The participants (girls: 52%, age: 15.9 [1.9] y) wore the G1 and G3 on their nondominant wrist and the Yamax pedometer on their right hip for a period of 1 week. Validity was examined in 4 discrete segments (before school, in school, after school, and whole day). The criterion method was the Yamax pedometer.Results:Both the G1 and G3 could be considered equivalent to the Yamax pedometer regarding the before school, in school, and whole day segments. The G1 showed wider limits of agreement than G3.Conclusions:The G1 and G3 trackers exhibited acceptable validity for 3 of the 4 segments (before school, in school, and whole day measurements). The results were less accurate during the after-school segment. The evidence that the validity of the monitors varied depending on the setting and context is an important consideration for research on adolescent activity patterns.

scholarly journals The Impact of COVID-19 on Eating Environments and Activity in Early Childhood Education and Care in Alberta, Canada: A Cross-Sectional Study

Nutrients ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 4247
Author(s):  
Lynne M. Z. Lafave ◽  
Alexis D. Webster ◽  
Ceilidh McConnell ◽  
Nadine Van Wyk ◽  
Mark R. Lafave
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Healthy Eating ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care ◽  
The Impact

Early childhood education and care (ECEC) environments influence children’s early development and habits that track across a lifespan. The purpose of this study was to explore the impact of COVID-19 government-mandated guidelines on physical activity (PA) and eating environments in ECEC settings. This cross-sectional study involved the recruitment of 19 ECEC centers pre-COVID (2019) and 15 ECEC centers during COVID (2020) in Alberta, Canada (n = 34 ECEC centers; n = 83 educators; n = 361 preschoolers). Educators completed the CHEERS (Creating Healthy Eating and activity Environments Survey) and MEQ (Mindful Eating Questionnaire) self-audit tools while GT3X+ ActiGraph accelerometers measured preschooler PA. The CHEERS healthy eating environment subscale was greater during COVID-19 (5.97 ± 0.52; 5.80 ± 0.62; p = 0.02) and the overall score positively correlated with the MEQ score (r = 0.20; p = 0.002). Preschoolers exhibited greater hourly step counts (800 ± 189; 649 ± 185), moderate-to-vigorous PA (MVPA) (9.3 ± 3.0 min/h; 7.9 ± 3.2 min/h) and lower sedentary times (42.4 ± 3.9 min/h; 44.1 ± 4.9 min/h) during COVID-19 compared to pre-COVID, respectively (p < 0.05). These findings suggest the eating environment and indices of child physical activity were better in 2020, which could possibly be attributed to a change in government-mandated COVID-19 guideline policy.

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