The Influence of the Childcare Environment on Physical Activity among Preschool-Aged Children: A Feasibility Study

This study sought to: (1) measure moderate-vigorous physical activity (PA) levels of a sample of preschoolers; (2) assess which attributes (e.g., space, equipment, policies) within centre-based childcare environments influence PA; and, (3) pilot the methodology to ensure the feasibility of undertaking a full-scale study. Thirty-one preschoolers from five childcare centres across London, Canada participated. Actical® accelerometers were worn by participants for one day during childcare hours to assess activity levels using a 15-second epoch length. The Environment and Policy Assessment and Observation instrument was used to conduct a full-day evaluation of the childcare environment. On average, participants engaged in 11.45 minutes of moderate-vigorous PA. Sedentary opportunities, portable and fixed play equipment, and staff behaviour accounted for 57.1% of the variability in moderate-vigorous PA, with sedentary opportunities, fixed play equipment, and staff behaviours displaying an inverse relationship. Results indicate the critical role the childcare environment plays in promoting PA among preschoolers

Assessing Physical Activity and Sedentary Time in the Early Years

The overall purpose of this dissertation was to explore young children’s (18 months to 5 years) physical activity and sedentary time. Study 1 assessed the physical activity and sedentary time among a sample of toddlers from London, Canada using two data processing approaches. Study 2 explored the impact of three different early learning environments, and their respective characteristics (e.g., staff behaviours, equipment, sedentary opportunities, etc.), on preschoolers’ activity levels. Study 3 examined differences in two popular accelerometers used to measure young children’s physical activity and sedentary time to better understand measurement discrepancies. Study 1 revealed that toddlers engaged in 37.27 (SD = 3.79) to 49.40 mins/hr of sedentary time, 9.79 to 18.78 mins/hr of light physical activity (LPA), 0.82 to 3.95 mins/hr of moderate-to-vigorous physical activity (MVPA), and 10.60 to 22.73 mins/hr of total physical activity (TPA), based on the Trost et al. and the Canadian Health Measures Survey cut-points respectively; these rates were significantly different. The results of Study 2 identified that preschoolers in Full-Day Kindergarten (FDK) accumulated significantly more MVPA (3.33 mins/hr) than those in centre- (1.58 mins/hr) and home-based (1.75 mins/hr) childcare, and significantly more TPA (20.31 mins/hr) than those in centre-based childcare (18.36 mins/hr). For FDK, the Active Opportunities, Sedentary Opportunities, Sedentary Environment, and Fixed Play Environment subscales of the Environment Policy Assessment and Observation (EPAO) tool significantly impacted both MVPA and TPA. For centre-based childcare, only Sedentary Environment was found to impact MVPA and TPA. No subscales were influential of children’s MVPA or TPA in home-based childcare. The results of Study 3 suggest that, regardless of epoch length, Actical accelerometers, compared with ActiGraph accelerometers, reported significantly higher rates of sedentary time (15s: 42.7 mins/hr vs. 33.5 mins/hr; 60s: 39.4 mins/hr vs. 27.1 mins/hr). ActiGraph accelerometers captured significantly higher rates of MVPA (15s: 9.2 mins/hr vs. 2.6 mins/hr; 60s: 8.0 mins/hr vs. 1.27 mins/hr) and TPA (15s: 31.7 mins/hr vs. 22.3 mins/hr; 60s: 39.4 mins/hr vs. 25.2 mins/hr) in comparison to Actical accelerometers. In sum, these articles serve as foundational studies for future work in paediatric exercise science and health promotion as well as in the betterment of young Canadians’ health

Weekly trends in preschoolers’ physical activity and sedentary time in childcare

This study sought to examine how the physical activity levels and sedentary time of preschoolers attending center-based childcare varied across the week. Sex differences were also explored. Participants (n = 101) wore Actical™ accelerometers (15 s epoch) for five consecutive days during childcare hours only. A multivariate repeated measures analysis of variance was used to evaluate levels of sedentary, light, and moderate-to-vigorous (MVPA) physical activity across the five weekdays. Total physical activity (TPA) was analyzed separately in a univariate repeated measures ANOVA. Sex was entered as an additional between-subjects factor. Levels of sedentary time, LPA, and TPA across the week were found to be statistically significant, and can best be described by quadratic effects. Participants’ activity levels and sedentary time typically peaked mid-week. Levels of physical activity and sedentary time were not found to significantly differ based on sex. Childcare centers may benefit from the introduction and/or modification of active play-based programming and curricula, particularly at the start and end of the week where preschoolers’ activity levels tend to be lower. Additional investigations are required to confirm these findings

An objective assessment of toddlers\u27 physical activity and sedentary levels: A cross-sectional study

Background: Little evidence exists on the physical activity and sedentary time of Canadian toddlers; this study objectively measured such behaviors and compared participants\u27 activity levels to national guidelines. Levels of screen-viewing among toddlers were also explored. Methods: Forty toddlers (mean age = 25.7 months) wore Actical accelerometers for seven consecutive days (15 s epoch). Parents/guardians completed a wear-time log and a demographic and screen-viewing questionnaire. Descriptive analyses were used to determine participants\u27 levels of physical activity and sedentary time, to identify whether toddlers were meeting physical activity/sedentary guidelines, and to explore demographic variables. T-tests were used to assess whether toddlers\u27 activity levels differed based on cut-points applied and various demographic and screen-related variables. Regression analyses were conducted to examine associations between toddlers\u27 sedentary time and screen-viewing levels. Results: Toddlers engaged in 37.27 (SD = 3.79) to 49.40 (SD = 3.29) mins/hr of sedentary time, 9.79 (SD = 2.90) to 18.78 (SD = 3.22) mins/hr of light-intensity physical activity (LPA), 0.82 (SD = 0.72) to 3.95 (SD = 1.93) mins/hr of moderate- to vigorous-intensity physical activity (MVPA), and 10.60 (SD =3.29) to 22.73 (SD = 3.97) mins/hr of total physical activity (TPA), based on the Trost et al. and the Canadian Health Measures Survey (CHMS) cut-points respectively; these rates were significantly different (p \u3c.001). On at least 1 day, 17.5 % (Trost et al. cut-points) and 97.5 % (CHMS cut-points) of the sample met or exceeded the Canadian physical activity guidelines. No statistically significant differences in sedentary time or physical activity (all intensities) based on sex were reported (p \u3c.001); however, LPA (CHMS cut-points) did significantly differ based on childcare attendance (p \u3c.05). Approximately 93.2 % of participants watched television, and 56.8 % utilized computers. Only 18.8 and 25.0 % of children under 2 years and 70.8 and 62.5 % of 2-3 years olds met the screen-use recommendation of the sedentary behavior guidelines on weekdays and weekend days, respectively. Discussion and conclusion: The implications of this work suggest that a greater understanding of toddlers\u27 activity patterns is needed; additional mechanisms of promoting active behaviors among this group should be explored

Physical activity and screen-viewing policies in Canadian childcare centers

Background: Physical activity (PA) offers numerous health benefits for young children; however, many children enrolled in childcare engage in low levels of PA and high levels of sedentary time. This study aimed to describe the prevalence and content of written PA and screen-viewing (SV) policies in Canadian childcare centers. Methods: Using a modified version of the Environment and Policy Assessment and Observation Self-Report (EPAO-SR) tool, an online survey was distributed to all directors/administrators of center-based childcare facilities across Canada. Reminder emails were sent to encourage survey completion and a strong response rate. Descriptive statistics were used to explore demographic characteristics and frequencies were run to examine the number of centers that implemented a PA or SV policy. Deductive content analysis was completed to identify common themes in participants\u27 open-ended responses. Results: A total of 1158 childcare representatives participated in the study; 514 provided complete data. Of these, 295 (44%) centers indicated having a written PA policy (with the majority regulated at the provincial/territorial-level; n = 227; 42%). Content of these policies included amount of time: spent outdoors (n = 395; 63%); in teacher-led active play (n = 101; 16%); and PA education for children (n = 91; 16%). Additionally, 178 (29%) respondents reported a written policy regarding SV (with majority regulated at the center-level; n = 173; 34%) and primarily focusing on amount of time children watch television. Conclusions: PA regulations are more common than SV policies in Canadian childcare centers; however, less than half implement a PA policy and only a third adopt SV regulations. An opportunity exists to advance practice by adopting proactive approaches to encouraging young children to be more active and less sedentary in childcare (i.e., through written policies). Supplementing policy with accessible resources, as well as consistent provision of early childhood educator (staff) training, represent important steps for putting said policies into action

Comparing the nutrition environment and practices of home- and centre-based child-care facilities

Objective To assess and compare the nutrition environment and practices (as they relate to pre-schoolers) of centre- and home-based child-care facilities. Design Using a cross-sectional study design, nineteen child-care facilities (ten centre-based, nine home-based) were assessed for one full day using the Environment and Policy Assessment and Observation (EPAO) tool (consisting of a day-long observation/review of the nutrition environment, practices and related documents). Specifically, eight nutrition-related subscales were considered. Setting Child-care facilities in London, Ontario, Canada. Subjects Child-care facilities were recruited through directors at centre-based programmes and the providers of home-based programmes. Results The mean total nutrition environment EPAO scores for centre- and home-based facilities were 12·3 (sd 1·94) and 10·8 (sd 0·78) out of 20 (where a higher score indicates a more supportive environment with regard to nutrition), respectively. The difference between the total nutrition environment EPAO score for centre- and home-based facilities was approaching significance (P=0·055). For both types of facilities, the highest nutrition subscale score (out of 20) was achieved in the staff behaviours domain (centre mean=17·4; home mean=17·0) and the lowest was in the nutrition training and education domain (centre mean=3·6; home mean=2·0). Conclusions Additional research is needed to confirm these findings. In order to better support child-care staff and enhance the overall nutrition environment in child care, modifications to food practices could be adopted. Specifically, the nutritional quality of foods/beverages provided to pre-schoolers could be improved, nutrition-related training for child-care staff could be provided, and a nutrition curriculum could be created to educate pre-schoolers about healthy food choices

Environmental influences on preschoolers\u27 physical activity levels in various early-learning facilities

Purpose: This study aimed to: (a) compare the physical activity (PA) levels (i.e., moderateto- vigorous PA [MVPA] and total PA [TPA]) of preschoolers in 3 different early-learning environments (center-based childcare, home-based childcare, and full-day kindergarten [FDK]); and (b) assess which characteristics (e.g., play equipment, policies, etc.) of these settings influenced preschoolers\u27 PA. Method: Twenty-seven facilities (9 centers, 10 homes, and 8 FDK) participated in this study. Participants (aged 2.5-5 years; n =? 297) were fitted with Acticale accelerometers for 5 consecutive days during childcare/school hours to assess their PA. The Environment and Policy Assessment and Observation (EPAO) tool was used to objectively examine the PA environment of all participating facilities. Finally, demographic questionnaires were administered to preschoolers\u27 parents/guardians. Results: Preschoolers in FDK accumulated significantly more MVPA (p , .05; 3.33 min/hr) than those in center- (1.58 min/hr) and home-based (1.75 min/hr) childcare, and they accumulated significantly more TPA (p , .05; 20.31 min/hr) than those in center-based childcare (18.36 min/hr). For FDK, the Active Opportunities, Sedentary Opportunities, Sedentary Environment, and Fixed Play Environment subscales of the EPAO significantly impacted both MVPA and TPA. For center-based childcare, only the Sedentary Environment subscale was found to impact MVPA and TPA. No subscales influenced children\u27s MVPA or TPA in home-based childcare. Conclusions: This research underscores the need to encourage/support preschoolers\u27 active behaviors in early-learning settings, particularly for those in center- and home-based childcare. Furthermore, this article highlights environmental and staff characteristics on which future PA programming should focus

Temperament and Objectively Measured Physical Activity and Sedentary Time among Canadian Preschoolers

This study sought to assess the influence of preschoolers\u27 temperament on their objectively measured physical activity and sedentary time. Actical™ accelerometers were used to measure preschoolers\u27 from London, Canada\u27s (n= 216; 2.5-5. years) physical activity and sedentary levels during childcare hours (5 consecutive days; 15. s epoch). The Child Temperament Questionnaire (CTQ) was used to assess child temperament via parent/guardian report. The six subscales of the CTQ (i.e., reaction to food, soothability, attention span, activity, sociability, and emotionality) were correlated with Actical data (i.e., sedentary time, moderate-to-vigorous physical activity, and total physical activity). The five items of the activity subscale were correlated with these three measures of sedentary time and physical activity. Pearson product-moment correlation coefficients were employed for both sets of analyses. Of the correlations examined, few had an absolute value greater than 0.10, and none were statistically significant after taking multiple comparison bias into account. The results of this work might provide additional indirect support for the conclusion that the childcare environment should be a primary focus with regard to the promotion of increased physical activity and decreased sedentary time among preschoolers. Additional research is required to confirm the relationship between preschoolers\u27 temperament and levels of physical activity and sedentary time

Not so sweet dreams: adults\u27 quantity, quality, and disruptions of sleep during the initial stages of the COVID-19 pandemic

Objectives: The purpose of this study was to investigate Ontario adults\u27 reported sleep quantity, quality, and disturbances during the early months of the COVID-19 pandemic (April–July 2020). Methods: As part of a larger, chronic disease-focused, and ongoing longitudinal study designed to explore Ontario adults\u27 health and wellness-related behaviors during the pandemic, participants completed an online survey that included demographic information and the Pittsburgh Sleep Quality Index (PSQI). The PSQI consists of 19 items, one of which is open-ended, designed to assess an individual\u27s quantity, quality, and patterns of sleep on seven domains (ie, subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency, sleep disturbances, use of sleep medication, and daytime dysfunction over the last month). Summative content analysis was used to analyze responses to the open-ended question regarding participants\u27 sleep disturbances. Results: This study included 2192 individuals, 85% of whom slept 6+ hours/night. The mean global PSQI score was 7.57, out of a possible 21 (SD = 4.09). The self-reported sleep disturbances of largest concern were: (1) general fear/anxiety/worry (n = 203); (2) children (n = 167); (3) mind wandering/overthinking (n = 118); (4) pain/injury (n = 78); (5) partner (n = 78); and (6) fear/anxiety/stress related to COVID-19 (n = 74). Conclusion: The global PSQI score was indicative of poor sleep quality, and Ontario adults experienced a number of sleep disturbances during early days of the COVID-19 pandemic. These findings are noteworthy as sleep is a crucial component in positive health and wellbeing

Physical activity and sedentary time among preschoolers in centre-based childcare: A systematic review 11 Medical and Health Sciences 1117 Public Health and Health Services

Background: Many preschoolers spend a substantial portion of their day enrolled in centre-based childcare; the amounts of physical activity and sedentary time accumulated in this environment are critical to preschoolers\u27 ability to meet movement guidelines. The purpose of this systematic review was to provide a comprehensive overview of the objectively assessed physical activity and sedentary time of preschoolers in centre-based childcare (registration no. CRD42016033502). Methods: Eight online databases were searched using terms related to physical activity, sedentary time, preschoolers and centre-based childcare. Published, peer-reviewed primary studies written in English that objectively assessed (via accelerometry) the physical activity and sedentary time of preschoolers (2-5 years) in centre-based childcare were included. Results: Fifty-five studies (published 2004-2017) from 11 countries, representing 13,956 participants were included. Studies reported light physical activity (n=38) ranging from 2.94 to 29.96 mins/hr, moderate-to-vigorous physical activity (n=46) which ranged from 1.29 to 22.66 mins/hr, and total physical activity (n=42) ranging from 4.23 to 47.17 mins/hr. Sedentary time (n=47) ranged from 12.38 to 55.77 mins/hr. Conclusion: Physical activity and sedentary time were highly varied and inconsistent between studies; therefore, it is difficult to determine preschoolers\u27 true amount of physical activity and sedentary time during childcare hours. Despite this variability, preschoolers were noted to participate in high rates of sedentary time in this setting. The lack of homogeneity is an important finding in and of itself as it highlights the lack of consistency in measuring, processing, and reporting paediatric physical activity data