Predictors of Children's Physical Activity in the Early Years Foundation Stage

Autor/inn/en	Woodfield, Lorayne; Tatton, Allison; Myers, Tony; Powell, Emma
Titel	Predictors of Children's Physical Activity in the Early Years Foundation Stage
Quelle	In: Journal of Early Childhood Research, 20 (2022) 2, S.199-213 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woodfield, Lorayne) ORCID (Powell, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X211052797
Schlagwörter	Physical Activities; Child Development; Foreign Countries; Preschool Children; Predictor Variables; Classroom Environment; Teacher Student Relationship; Interaction; Physical Activity Level; Student Behavior; United Kingdom + Suchen Sie Ihr Suchwort? Kindesentwicklung; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Student behaviour; Schülerverhalten; Großbritannien
Abstract	The physical activity (PA) of young children is critical to their future activity, health and development, however, little is known about how the organisation of early years foundation stage (EYFS) settings impacts upon children's PA. This study aimed to measure the PA of children in Nursery and Reception classes and to explore their PA according to learning context. Participants were 191 EYFS children (boys = 89; girls 102; Mean age M = 4.6, SD = 0.7 years) from six schools in the West Midlands, UK. Systematic observation was used to record children's PA, learning context, adult interaction and location throughout the EYFS day. A total of 8740 observed intervals occurred. Children spent two thirds of their time being stationary (65.8% and 69.8% for Nursery and Reception respectively). Results of beta regression revealed the strongest predictors of vigorous PA (VPA) to be the learning contexts of 'role play', 'physical', 'construction' and being 'outside'. Adult interaction had a negative association with moderate to vigorous PA (MVPA), and girls have 16.36% lower odds of engaging in VPA and 19.4% higher odds of engaging in stationary behaviour than boys. In order to support children's learning and development, teaching strategies and the organisation of the EYFS environment should be adapted to increase children's, especially girls', active learning and to reduce sedentary time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01