The impact of a teacher-led structured physical activity session on preschoolers' sedentary and physical activity levels.

Autor/inn/en	Cauwenberghe, Eveline van; Craemer, Marieke de; Decker, Ellen de; Bourdeaudhuij, Ilse de; Cardon, Greet
Titel	The impact of a teacher-led structured physical activity session on preschoolers' sedentary and physical activity levels. Gefälligkeitsübersetzung: Der Einfluss einer vom Lehrer angeleiteten strukturierten körperlich aktivierenden Unterrichtseinheit auf das Ausmaß körperlicher Inaktivität und Aktivität von Vorschulkindern.
Quelle	In: Journal of science and medicine in sport, 16 (2013) 5, S. 422-426 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1440-2440; 1878-1861
DOI	10.1016/j.jsams.2012.11.883
Schlagwörter	Empirische Untersuchung; Passivität; Lebensführung; Lehrer; Sensor; Messung; Sport; Sportmedizin; Vorschulerziehung; Bewegungserziehung; Sportpädagogik; Aktivität; Beschleunigung; Passivität; Unterrichtseinheit; Gesundheitsförderung; Vorschulalter; Vorschulerziehung; Lehrer; Aktivität; Unterrichtseinheit; Gesundheitsförderung; Messung; Sensor; Beschleunigung; Bewegung (Motorische); Bewegungserziehung; Körpererziehung; Sport; Sportmedizin; Sportpädagogik; Lebensführung
Abstract	Objectives: The purpose of this observational study was to examine differences in preschoolers' sedentary time and physical activity (PA) participation between preschool-attending weekdays with and without a teacher-led structured PA session. Design: A sample of 200 preschoolers (5.3±0.4y; 113 boys) from 26 preschools in Flanders, Belgium were included in data analysis. Methods: Participants wore a GT1M ActiGraph accelerometer on one preschool-attending weekday with and on one preschool-attending weekday without the provision of a teacher-led structured PA session. Preschoolers' sedentary time, light PA, and moderate-to-vigorous physical activity (MVPA) during the time in preschool (08:00-16:00h) and after preschool (16:00-20:00h) were estimated. To assess differences in the outcome measures between both days, multi-level linear regression models were conducted. Results: During the time at preschool, lower sedentary levels (beta=13.0min; SE=1.6; p(0.001) and higher light PA (beta=2.9min; SE=0.7 p(0.001) and MVPA levels (beta=10.1min; SE=1.1; p(0.001) were prevalent on days with a structured PA session compared to days without a structured PA session in both boys and girls. After preschool, no differences were found between both days in sedentary time (beta=0.7; SE=1.4; p)0.05), light PA (beta=0.3; SE=0.5; p)0.05), and MVPA (beta=0.3; SE=0.9; p)0.05). Conclusions: The results demonstrate that no compensatory changes were found after preschool for the structured PA session during the preschool hours. Therefore, a teacher-led structured PA session integrated in the preschool curriculum is a promising mean to decrease sedentary time and to increase PA in preschool-aged boys and girls. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2014/2