| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 2701441 | Journal of Science and Medicine in Sport | 2013 | 5 Pages |
ObjectivesThe 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.DesignA sample of 200 preschoolers (5.3 ± 0.4 y; 113 boys) from 26 preschools in Flanders, Belgium were included in data analysis.MethodsParticipants 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 (08:00–16:00 h) and after preschool (16:00–20:00 h) were estimated. To assess differences in the outcome measures between both days, multi-level linear regression models were conducted.ResultsDuring the time at preschool, lower sedentary levels (β = 13.0 min; SE = 1.6; p < 0.001) and higher light PA (β = 2.9 min; SE = 0.7 p < 0.001) and MVPA levels (β = 10.1 min; 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 (β = 0.7; SE = 1.4; p > 0.05), light PA (β = 0.3; SE = 0.5; p > 0.05), and MVPA (β = 0.3; SE = 0.9; p > 0.05).ConclusionsThe 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.
