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Article

The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers

1
Conselleria d’Educació, Generalitat Valenciana, 46015 Valencia, Spain
2
COS Research Group, Body, Movement, Music and Curricular Practices, University of Valencia, 46022 Valencia, Spain
3
Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Avda. dels Tarongers, 4, 46022 Valencia, Spain
4
AFIPS Research Group, University of Valencia, 46022 Valencia, Spain
5
Department of Nursing, University of Valencia, Jaume Roig, s/n, 46010 Valencia, Spain
*
Author to whom correspondence should be addressed.
Academic Editor: Amy L. Holley
Received: 22 December 2020 / Revised: 15 January 2021 / Accepted: 20 January 2021 / Published: 25 January 2021
(This article belongs to the Special Issue Physical Activity and Motor Competence in Preschool Children)
Research on physical activity (PA) in different educational settings could elucidate which interventions promote a healthy school lifestyle in early childhood education (ECE). The aims of this study were: (a) to analyse the PA levels of preschoolers during school hours, as well as the rate of compliance with specific recommendations on total PA (TPA) and moderate-vigorous PA (MVPA); (b) to examine the role of structured movement sessions and recess time in the MVPA levels during school hours; (c) to evaluate the sociodemographic correlates of preschoolers and the school environment on MVPA behaviour during school hours. PA was evaluated with Actigraph accelerometers. Our main findings were that: (a) preschoolers engaged in very little TPA and MVPA during school hours; (b) children showed significantly higher MVPA levels on days with versus without structured movement sessions, and the contribution of the structured sessions to MVPA was significantly higher than that of recess time; (c) gender and age were associated with PA, and a high density of young children on the playground was associated with high levels of vigorous PA, whereas in the classroom, high density was associated with more sedentary behaviour. Structured PA could reduce the gap in achieving international recommendations. View Full-Text
Keywords: preschool; physical activity; school hours; educational settings; structured movement sessions; early childhood education preschool; physical activity; school hours; educational settings; structured movement sessions; early childhood education
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MDPI and ACS Style

Lahuerta-Contell, S.; Molina-García, J.; Queralt, A.; Martínez-Bello, V.E. The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers. Children 2021, 8, 82. https://0-doi-org.brum.beds.ac.uk/10.3390/children8020082

AMA Style

Lahuerta-Contell S, Molina-García J, Queralt A, Martínez-Bello VE. The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers. Children. 2021; 8(2):82. https://0-doi-org.brum.beds.ac.uk/10.3390/children8020082

Chicago/Turabian Style

Lahuerta-Contell, Sara, Javier Molina-García, Ana Queralt, and Vladimir E. Martínez-Bello 2021. "The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers" Children 8, no. 2: 82. https://0-doi-org.brum.beds.ac.uk/10.3390/children8020082

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