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

RubenG. Fukkink¹  MartinetteT. Streppel²  Mirka Janssen²  PeterJ.M. Weijs²  Nicole Toussaint²  Sandra Mul² 

[1] Faculty of Child Development and Education, Amsterdam University of Applied Sciences, Wibautstraat 2-4, 1091 GM Amsterdam, The Netherlands;Faculty of Sports and Nutrition, Center of Expertise Urban Vitality, Amsterdam University of Applied Sciences, Dokter Meurerlaan 8, 1067 SM Amsterdam, The Netherlands;

关键词: physical activity;    fundamental movement skills;    young children;    ecec teachers;    preschool;    childcare;    playground;    outdoor environment;    intervention;    social-ecological model;   

DOI  :  10.3390/ijerph17010329

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown