Physical Activity in Kindergarten, Fundamental Movement Skills, and Screen Time in Spanish Preschool Children

Autor/inn/en	Carballo-Fazanes, Aida; Díaz-Pereira, María P.; Fernández-Villarino, María A.; Abelairas-Gómez, Cristian; Rey, Ezequiel
Titel	Physical Activity in Kindergarten, Fundamental Movement Skills, and Screen Time in Spanish Preschool Children
Quelle	In: Psychology in the Schools, 60 (2023) 9, S.3318-3328 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carballo-Fazanes, Aida) ORCID (Díaz-Pereira, María P.) ORCID (Fernández-Villarino, María A.) ORCID (Abelairas-Gómez, Cristian) ORCID (Rey, Ezequiel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22925
Schlagwörter	Physical Activities; Psychomotor Skills; Measurement Equipment; Correlation; Information Technology; Time on Task; Gender Differences; Foreign Countries; Kindergarten; Preschool Children; Health Behavior; Physical Activity Level; Motor Development; Spain + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Messinstrument; Korrelation; Informationstechnologie; Zeitaufwand; Geschlechterkonflikt; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Health behaviour; Gesundheitsverhalten; Motorische Entwicklung; Spanien
Abstract	Schools have been postulated as ideal environments to encourage physical activity (PA). This study aimed to assess the relationship between PA in school hours, motor competence, and screen time in a sample of Spanish preschool children. Fifty-seven 4-5-year-old preschoolers (n = 32 girls) participated. The Garmin Vivofit wristband was used to measure the PA levels during school hours in a week. Sedentary behavior was estimated through screen-time hours reported by preschoolers' families and motor competence was assessed by the Athletic Skills Track. The anthropometry (weight/height) and demographic data were also collected. We found that motor competence was significantly associated with PA both in minutes and in steps. Therefore, increased motor competence was related to higher engagement in PA during school hours. No association was found between screen time and PA or proficiency of motor competence. No gender differences were found in any variable assessed. Based on the relationship between motor competence proficiency and the amount of PA in preschool children, our findings support the need for specific strategies to promote fundamental movement skills and increase PA practice from early childhood. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01