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The Effects of the PLAYTOD Program on Children’s Physical Activity at Preschool Playgrounds in a Deprived Urban Area: A Randomized Controlled Trial

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Faculty of Sports and Nutrition, Center of Expertise Urban Vitality, Amsterdam University of Applied Sciences, Dokter Meurerlaan 8, 1067 SM Amsterdam, The Netherlands
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Faculty of Child Development and Education, Amsterdam University of Applied Sciences, Wibautstraat 2-4, 1091 GM Amsterdam, The Netherlands
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Faculty of Social and Behavioural Sciences, University of Amsterdam, Nieuwe Achtergracht 127, 1018 WS Amsterdam, The Netherlands
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Department of Nutrition & Dietetics, Amsterdam University Medical Centers, VU University, De Boelelaan 1117, 1081 HV Amsterdam, The Netherlands
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(1), 329; https://doi.org/10.3390/ijerph17010329
Received: 27 November 2019 / Revised: 24 December 2019 / Accepted: 31 December 2019 / Published: 3 January 2020
Interventions to improve children’s physical activity in Early Childhood Education and Care (ECEC) settings are needed. This randomized controlled trial examines the effects of a preschool-based playground program for ECEC teachers in a deprived urban area. On intervention preschools, the PLAYgrounds for TODdlers program (PLAYTOD) was performed. It focused on teacher’s knowledge and skills in order to create a challenging outdoor environment in which young children (2.5 to 4 years old) are able to practice their motor skills. Observations were performed before and after the program with a modified version of the SOPLAY protocol. The activating role of teachers (score from 0 = inactive to 4 = participating), the number of different physical activities, and the quality of children’s physical activity on playgrounds were observed. The latter included the number of performed fundamental movement skills and the estimated physical activity intensity (score from 0 = sedentary to 3 = vigorous). Descriptive statistics and linear regression analyses were used to evaluate the effects of PLAYTOD. After the program, the activating role of teachers on intervention playgrounds improved. Moreover, the program and consecutively the changes made by teachers had a positive effect on the number of different activities and the quality of children’s physical activity. The results emphasize an important role for ECEC teachers in improving physical activity in young children. View Full-Text
Keywords: physical activity; fundamental movement skills; young children; ECEC teachers; preschool; childcare; playground; outdoor environment; intervention; social-ecological model physical activity; fundamental movement skills; young children; ECEC teachers; preschool; childcare; playground; outdoor environment; intervention; social-ecological model
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MDPI and ACS Style

Toussaint, N.; Streppel, M.T.; Mul, S.; Fukkink, R.G.; Weijs, P.J.M.; Janssen, M. The Effects of the PLAYTOD Program on Children’s Physical Activity at Preschool Playgrounds in a Deprived Urban Area: A Randomized Controlled Trial. Int. J. Environ. Res. Public Health 2020, 17, 329. https://doi.org/10.3390/ijerph17010329

AMA Style

Toussaint N, Streppel MT, Mul S, Fukkink RG, Weijs PJM, Janssen M. The Effects of the PLAYTOD Program on Children’s Physical Activity at Preschool Playgrounds in a Deprived Urban Area: A Randomized Controlled Trial. International Journal of Environmental Research and Public Health. 2020; 17(1):329. https://doi.org/10.3390/ijerph17010329

Chicago/Turabian Style

Toussaint, Nicole, Martinette T. Streppel, Sandra Mul, Ruben G. Fukkink, Peter J.M. Weijs, and Mirka Janssen. 2020. "The Effects of the PLAYTOD Program on Children’s Physical Activity at Preschool Playgrounds in a Deprived Urban Area: A Randomized Controlled Trial" International Journal of Environmental Research and Public Health 17, no. 1: 329. https://doi.org/10.3390/ijerph17010329

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