Research

14 pages, 371 KiB

Open AccessArticle

In It for the Long Haul: RE-AIM Evaluation of a Preschool Programme Implementing and Maintaining Adult-Initiated Motor Skill Development and Physical Activity across a Two-Year Period

by Jonas Vestergaard Nielsen, Thomas Skovgaard, Trine Top Klein-Wengel and Jens Troelsen

Int. J. Environ. Res. Public Health 2022, 19(5), 2544; https://doi.org/10.3390/ijerph19052544 - 22 Feb 2022

Cited by 1 | Viewed by 1506

Abstract

Good motor skills (MS) are considered important for children’s social, psychological and physical development and general physical activity (PA) levels. The Motor skill in Preschool study (MiPS) aimed to optimize children’s MS through weekly PA sessions. The aim of this study is to [...] Read more.

Good motor skills (MS) are considered important for children’s social, psychological and physical development and general physical activity (PA) levels. The Motor skill in Preschool study (MiPS) aimed to optimize children’s MS through weekly PA sessions. The aim of this study is to use the RE-AIM framework to report the two-year implementation process of MiPS since the programme’s initiation. Data were collected through a staff questionnaire based on the RE-AIM framework. Data were collected at three months, one year and two years after initiation. Results show that the pedagogical staff believes that the programme promotes MS in children. Implementation measures only showed medium to low fidelity concerning the core element of performing adult-initiated PA sessions with a duration of at least 45 min 4 days a week. The largest barrier was finding the time to plan these PA sessions. Still, the content of the PA sessions achieved high fidelity scores and the programme was deemed suitable for staff’s everyday practice and in alignment with the stated pedagogical goals. The mandatory competence development course was highly valued as strong implementation support. It is notable that there is a large variation in the implementation among the preschools with some struggling more than others. Full article

(This article belongs to the Special Issue Promotion of Physical Activity in Early Childhood)

18 pages, 376 KiB

Open AccessArticle

The Role of Local Leaders in the Implementation of Adult-Initiated Motor Skill Development and Physical Activity in Preschool—A Case Study

by Trine Top Klein-Wengel, Jonas Vestergaard Nielsen, Søren Smedegaard and Thomas Skovgaard

Int. J. Environ. Res. Public Health 2021, 18(24), 13119; https://doi.org/10.3390/ijerph182413119 - 12 Dec 2021

Cited by 2 | Viewed by 2619

Abstract

Good motor skills (MS) and physical activity (PA) are considered important for children’s physical, social, and psychological development. The Motor skills in PreSchool (MiPS) study-Denmark aimed to optimize children’s MS through weekly PA sessions. The aim of this paper is to explore the [...] Read more.

Good motor skills (MS) and physical activity (PA) are considered important for children’s physical, social, and psychological development. The Motor skills in PreSchool (MiPS) study-Denmark aimed to optimize children’s MS through weekly PA sessions. The aim of this paper is to explore the role of local preschool leaders and their strategies in influencing the implementation of MiPS into daily practice. Leaders from all seven preschools in the project were interviewed. The results show that preschool leaders used communication (setting an agenda and dedicating speaking time to address the program at staff meetings) and reflective questioning about the pedagogic staff’s current practice in relation to the program (adding focus on MS and PA) as their main course of action. Through this form of communication and reflective questioning, the preschool leaders aimed to involve the staff and heighten their sensemaking in the existing practice while also ensuring that the implementation of the program was kept in progress. In sum, future implementation of an MS and PA initiative in preschools should put emphasis on a shared responsibility between leaders and staff combined with an adaptive approach in which the existing practice is reshaped rather than just increasing the workload of the pedagogic staff. Full article

(This article belongs to the Special Issue Promotion of Physical Activity in Early Childhood)

15 pages, 361 KiB

Open AccessArticle

Transferring Knowledge on Motor Development to Socially Vulnerable Parents of Infants: The Practice of Health Visitors

by Marlene Rosager Lund Pedersen, Marianne Staal Stougaard and Bjarne Ibsen

Int. J. Environ. Res. Public Health 2021, 18(23), 12425; https://doi.org/10.3390/ijerph182312425 - 25 Nov 2021

Cited by 3 | Viewed by 1404

Abstract

Parents are a determinant factor in a child’s development of motor skills. Studies show that programmes in which health visitors supervise parents may improve infants’ motor skills. This study examines which factors health visitors have found to enhance and hamper the implementation of [...] Read more.

Parents are a determinant factor in a child’s development of motor skills. Studies show that programmes in which health visitors supervise parents may improve infants’ motor skills. This study examines which factors health visitors have found to enhance and hamper the implementation of a motor development programme among socially vulnerable parents of infants. The data consist of three group interviews with 4 health visitors in each (12 health visitors in total) and a subsequent member check with 27 health visitors. All were audio-recorded and transcribed verbatim, and a thematic analysis was conducted. The results show that according to the health visitors, the programme increases the ability and willingness of parents to engage in co-producing its implementation. In particular, the materials that they hand out to the parents enhance the implementation. On the other hand, they perceive the limited time provided for the implementation, together with the many pressing needs of the families, as hampering the implementation. Consequently, the study can inform future policies and programmes for frontline workers and socially vulnerable parents of infants. Full article

(This article belongs to the Special Issue Promotion of Physical Activity in Early Childhood)

18 pages, 1575 KiB

Open AccessArticle

The Effect of a Structured Intervention to Improve Motor Skills in Preschool Children: Results of a Randomized Controlled Trial Nested in a Cohort Study of Danish Preschool Children, the MiPS Study

by Lise Hestbaek, Werner Vach, Sarah Thurøe Andersen and Henrik Hein Lauridsen

Int. J. Environ. Res. Public Health 2021, 18(23), 12272; https://doi.org/10.3390/ijerph182312272 - 23 Nov 2021

Cited by 4 | Viewed by 2866

Abstract

The preschool age seems to be decisive for the development of motor skills and probably the most promising time-window in relation to improvement of motor skills. This trial investigates the effect of an intensive structured intervention to improve motor skills in 3–6-year-old preschool [...] Read more.

The preschool age seems to be decisive for the development of motor skills and probably the most promising time-window in relation to improvement of motor skills. This trial investigates the effect of an intensive structured intervention to improve motor skills in 3–6-year-old preschool children. A total of 471 Danish preschool children participated in a cluster randomized controlled trial. The intervention was to enhance motor skills, including predefined minimum criteria. Motor skills were measured using the Motor Assessment Battery for Children-2 (MABC-2) (total and three domains) at baseline and 6-, 18-, and 30-months post-intervention. The effect was estimated by multilevel linear regression with preschool and child included as random effects and adjusted for baseline values. Effect estimates were mainly positive at 6 months, but negative at 30 months with very few statistically significant estimates. In preschools with baseline motor skills scores below average, there was a tendency towards a larger improvement in the intervention group. Future interventions and research should focus on clusters with poor motor skills, as there is larger room for improvement. It remains to be seen whether the intervention can influence general well-being, physical activity, and self-perceived competence, both short- and long-term. Full article

(This article belongs to the Special Issue Promotion of Physical Activity in Early Childhood)

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13 pages, 678 KiB

Open AccessArticle

Identifying Prenatal and Postnatal Determinants of Infant Growth: A Structural Equation Modelling Based Cohort Analysis

by Kelly Morgan, Shang-Ming Zhou, Rebecca Hill, Ronan A. Lyons, Shantini Paranjothy and Sinead T. Brophy

Int. J. Environ. Res. Public Health 2021, 18(19), 10265; https://doi.org/10.3390/ijerph181910265 - 29 Sep 2021

Viewed by 2040

Abstract

Background: The growth and maturation of infants reflect their overall health and nutritional status. The purpose of this study is to examine the associations of prenatal and early postnatal factors with infant growth (IG). Methods: A data-driven model was constructed by structural equation [...] Read more.

Background: The growth and maturation of infants reflect their overall health and nutritional status. The purpose of this study is to examine the associations of prenatal and early postnatal factors with infant growth (IG). Methods: A data-driven model was constructed by structural equation modelling to examine the relationships between pre- and early postnatal environmental factors and IG at age 12 months. The IG was a latent variable created from infant weight and waist circumference. Data were obtained on 274 mother–child pairs during pregnancy and the postnatal periods. Results: Maternal pre-pregnancy BMI emerged as an important predictor of IG with both direct and indirect (mediated through infant birth weight) effects. Infants who gained more weight from birth to 6 months and consumed starchy foods daily at age 12 months, were more likely to be larger by age 12 months. Infant physical activity (PA) levels also emerged as a determinant. The constructed model provided a reasonable fit (χ² (11) = 21.5, p < 0.05; RMSEA = 0.07; CFI = 0.94; SRMR = 0.05) to the data with significant pathways for all examined variables. Conclusion: Promoting healthy weight amongst women of child bearing age is important in preventing childhood obesity, and increasing daily infant PA is as important as a healthy infant diet. Full article

(This article belongs to the Special Issue Promotion of Physical Activity in Early Childhood)

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20 pages, 1590 KiB

Open AccessArticle

Physical Activity, Physical Well-Being, and Psychological Well-Being: Associations with Life Satisfaction during the COVID-19 Pandemic among Early Childhood Educators

by Ken Randall, Timothy G. Ford, Kyong-Ah Kwon, Susan S. Sisson, Matthew R. Bice, Danae Dinkel and Jessica Tsotsoros

Int. J. Environ. Res. Public Health 2021, 18(18), 9430; https://doi.org/10.3390/ijerph18189430 - 07 Sep 2021

Cited by 20 | Viewed by 5123

Abstract

Seeking personal well-being and life satisfaction during a global pandemic can be daunting, such is the case for early care and education teachers who were considered non-health care essential workers during the COVID-19 pandemic. The potential changes in their physical activity, along with [...] Read more.

Seeking personal well-being and life satisfaction during a global pandemic can be daunting, such is the case for early care and education teachers who were considered non-health care essential workers during the COVID-19 pandemic. The potential changes in their physical activity, along with their overall physical and psychological well-being, may have ultimately influenced their life satisfaction. These changes included the potential for increased sedentary behaviors. Despite the high health risks associated with these factors during the pandemic, the role of physical activity in early care and education teachers’ well-being and life satisfaction remains largely unknown. The purpose of this study is to examine the associations of physical activity and sedentary behaviors with teacher well-being and life satisfaction during the COVID-19 pandemic. In doing so, we explored two competing models of the relationship between the teachers’ physical activity, well-being, and life satisfaction, one with physical activity as a mediator and the other with teachers’ well-being as a mediator. An online survey, that collected information on physical, psychological, and professional well-being, job demands, and life satisfaction, was completed by 1434 US ECE teachers in 46 states. To test our hypothesized models, we conducted confirmatory factor analyses, followed by structural equation modeling. Of the respondents, 77% were overweight or obese and only 39% met the recommended 150 min of moderate physical activity per week. They had a mean life satisfaction score that qualifies as slight satisfaction, they experience moderate stress, and, collectively, are approaching the threshold for depression yet still reflect moderate-to-high work commitment. The empirical test of our competing mediation models found the model where teacher well-being mediated the association between physical activity, sedentary behavior, and life satisfaction was the superior model. The relationships between physical activity, sedentary behavior, and overall well-being suggest that these modifiable risk factors can be addressed such that early care and education teachers can improve their overall physical and psychological well-being, along with their life satisfaction. Full article

(This article belongs to the Special Issue Promotion of Physical Activity in Early Childhood)

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13 pages, 336 KiB

Open AccessArticle

Moving Together: Understanding Parent Perceptions Related to Physical Activity and Motor Skill Development in Preschool Children

by Becky Agard, Nan Zeng, Morgan L. McCloskey, Susan L. Johnson and Laura L. Bellows

Int. J. Environ. Res. Public Health 2021, 18(17), 9196; https://doi.org/10.3390/ijerph18179196 - 31 Aug 2021

Cited by 13 | Viewed by 3431

Abstract

Background: Establishing physical activity (PA) and motor behaviors in early childhood are important for developing healthy activity behaviors. Parents play a central role in shaping young children’s PA and fundamental motor skills (FMS). This qualitative study explored parents’ attributes, values, perceptions, and [...] Read more.

Background: Establishing physical activity (PA) and motor behaviors in early childhood are important for developing healthy activity behaviors. Parents play a central role in shaping young children’s PA and fundamental motor skills (FMS). This qualitative study explored parents’ attributes, values, perceptions, and practices related to PA and FMS. Methods: Thirty-one parents (26 mothers) of preschool-aged children participated in semi-structured in-person interviews. Interviews were audio-recorded, transcribed verbatim, coded and analyzed using an iterative approach. Results: Four themes related to PA and FMS emerged: (1) parent attributes; (2) parent–child interactions; (3) parent perception of children’s attributes; and (4) parenting practices. Although most parents enjoyed playing with their child, some did not realize the importance of engaging in PA with their child and even believed that FMS are naturally developed. Parents indicated that children’s temperament may influence their preference for practicing motor skills. Conclusions: Social support and positive parenting practices, including encouragement, monitoring, logistical support, co-participation, and facilitation, are important for the development of PA and FMS. The findings add emphasis to the importance of parents’ role in the development of young children’s PA and FMS, and they inform future strategies aiming to promote young children’s activity behaviors. Full article

(This article belongs to the Special Issue Promotion of Physical Activity in Early Childhood)

16 pages, 364 KiB

Open AccessArticle

Associations between Community Built Environments with Early Care and Education Classroom Physical Activity Practices and Barriers

by Bethany D. Williams, Susan B. Sisson, Dipti A. Dev, Bryce Lowery, Diane Horm, Janis Campbell, Denise Finneran, Jennifer Graef-Downard and Linda Whaley

Int. J. Environ. Res. Public Health 2021, 18(12), 6524; https://doi.org/10.3390/ijerph18126524 - 17 Jun 2021

Cited by 5 | Viewed by 2574

Abstract

The influence of community-built environments on physical activity (PA) support in Early Childhood Education settings (ECEs) is unknown. The purpose of this cross-sectional study was to determine associations between community PA environments and ECE classroom PA practices. We included licensed Oklahoma ECE directors [...] Read more.

The influence of community-built environments on physical activity (PA) support in Early Childhood Education settings (ECEs) is unknown. The purpose of this cross-sectional study was to determine associations between community PA environments and ECE classroom PA practices. We included licensed Oklahoma ECE directors serving 3-to-5-year-old children. Parks and playground locations were exported from Google Earth. National Walkability Index was derived from 2010 US Census data. ArcMap 10.6 was used to geocode ECE locations, which were within an Activity Desert if no parks/playgrounds were located within a 1-mile radius or if Walkability Index was 10.5 or below. Classroom PA practices were determined by using the Nutrition and PA Self-Assessment tool (NAP SACC). Barriers to implementing practices were reported. Most Head Starts (n = 41; 80.3%), center-based childcare settings (CBC; n = 135; 87.0%), and family childcare homes (FCCHs; n = 153; 96.4%) were in an Activity Desert. Parks/playgrounds within a 10-mile buffer were correlated with classroom PA practices in FCCHs only (p < 0.001). Activity Desert status was not related to classroom PA practices for any ECE context (p > 0.029). While FCCHs may be the most vulnerable to lack of park and playground access, overall findings suggest ECEs provide a healthful micro-environment protective of the typical influence of community-built environments. Full article

(This article belongs to the Special Issue Promotion of Physical Activity in Early Childhood)

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