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Effects of a Physical Activity Intervention in Preschool Children
Kristina Roth1, Susi Kriemler, Walter Lehmacher
11University Children's Hospital, Julius-Maximilians-Universität Würzburg, Würzburg, GERMANY; 2Department of Epidemiology, Biostatistics and Prevention Institute, University of Zürich, Zürich, SWITZERLAND; 3Institute of Medical Statistics, Informatics and Epidemiology, German Sport University Cologne, Cologne, GERMANY; and 4Department of Physical Activity and Health Promotion, Institute of Theory and Practice of Training and Movement, German Sport University Cologne, Cologne, GERMANY.
Insights
A preschool intervention improved children's motor skills but did not significantly increase physical activity (PA). This highlights challenges in changing health behaviors, suggesting future interventions should involve families and participatory components.
Area of Science:
- Pediatric Health
- Childhood Motor Development
- Preschool Education Interventions
Background:
- Enhancing physical activity (PA) and motor skill (MS) performance in preschoolers is crucial for long-term health.
- Preschool settings offer a unique opportunity to implement evidence-based health promotion programs.
- Teacher-led, child-appropriate interventions require evaluation for effectiveness.
Purpose of the Study:
- To evaluate a multicomponent, child-appropriate preschool intervention program.
- To assess the program's impact on physical activity (PA) and motor skill (MS) performance in 4- and 5-year-old children.
- To determine the sustainability of intervention effects on PA and MS.
Main Methods:
- A year-long intervention involving daily 30-minute PA sessions and PA homework was implemented in 41 preschools.
- The intervention was designed by professionals and delivered by preschool teachers, including parent and teacher education.
- Motor skill performance (MS) and moderate-to-vigorous physical activity (MVPA) were measured using accelerometry at baseline, mid, post, and follow-up.
Main Results:
- Children in the intervention group showed significant improvements in motor skill (MS) at postintervention and follow-up.
- A borderline significant increase in moderate-to-vigorous physical activity (MVPA) was observed from baseline to postintervention.
- No sustained benefit in MVPA was found between baseline and follow-up.
Conclusions:
- A multidimensional PA intervention can sustainably improve motor skills in preschoolers.
- Changing health-related behaviors, such as physical activity levels, remains challenging.
- Future research should focus on participatory approaches and enhanced family integration within preschool interventions.
Purpose:
This study aimed to evaluate a multicomponent, child-appropriate preschool intervention program led by preschool teachers to enhance physical activity (PA) and motor skill performance (MS) in 4- and 5-yr-old children.
Methods:
Evaluation involved 709 children (mean age, 4.7 ± 0.6 yr; 49.5% girls) from 41 preschools (intervention group, n = 21; control group, n = 20) in the rural and urban surroundings of two German cities. Children in the intervention group received a daily PA intervention lasting 30 min and PA homework over one academic year, which was designed by professionals but led by preschool teachers. The intervention included educational components for parents and teachers. Primary outcomes were MS (composite MS score) and objectively measured moderate-to-vigorous PA (MVPA) by accelerometry. Measurements were performed at baseline, midintervention, and postintervention as well as 2-4 months after the end of intervention. Intervention effects were analyzed by repeated measurement analysis adjusted for group, sex, age, baseline outcomes, urban/rural location of the preschool, and cluster (preschool).
Results:
Compared with controls, children in the intervention group showed positive effects in MS at postintervention (estimate effect, 0.625 z-score points; 95% confidence interval (CI), 0.276-0.975; P = 0.001) and at follow-up (estimate effect, 0.590 z-score points; 95% CI, 0.109-1.011; P = 0.007) and an increase in MVPA from baseline to postintervention by 0.5% of total wearing time (95% CI, 0.002%-1.01%; P = 0.049) at borderline significance. There was no benefit on MVPA for the intervention group between baseline and follow-up.
Conclusions:
A child-appropriate, multidimensional PA intervention could sustainably improve MS but not PA. Findings suggest that a change in health-related behaviors is difficult. Future research should implement participatory intervention components in preschool setting and better integrate the families of the children.
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