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An Exploratory Study of Daily Physical

Activity and Nutrition Patterns in Early Learning Settings

Institute for Child Success Research Symposium

October 17, 2014Columbia, South Carolina

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Sedentary Routines in Early Learning Settings

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DOLORES STEGELIN, PH. D.PROFESSOR

CLEMSON UNIVERSITY

IN COLLABORATION WITH

JENNIFER WAGNER, ABDASSISTANT PROFESSOR

SOUTHERN WESLEYAN UNIVERSITY

INVESTIGATORS

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Audience Participation

What is your professional role?Have you considered your own level

of physical activity as a young child and in early learning settings?

What opportunities do you have to observe young learners in various settings?

Do you have a hypothesis or hunch about the level of Physical Activity that most young children engage in the typical U. S. settings?

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Overview of the Research Project

College of Health, Education and Human Development Research Seed Grant

Goals of Main Research ProjectListen to the voices of 4-7 year olds about their nutrition and

physical activity preferences and routines

Gather systematic data on early learning environments related to nutrition and physical activity

Complete in-depth observations on a subsample of 4-7 year olds to document daily routines in early learning settings related to nutrition and physical activity routines.

 

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Population

*4-7 year olds in Head Start, 4K, primary and after school

classrooms

*Parents of the children

*Teachers and directors of the programs *Focus on low-

SES, Hispanic & African American

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HypothesisChildren in typical early

learning settings (Head Start,

after-school, public school) will

have healthy routines that

engage them in high levels of

physical activity both indoors

and outdoors.

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Pilot study and types of data gathered Interviewed children and parents

Observed and gathered data on settings:

health and educational measures

Completed in-depth observations on

subset of children

This presentation focuses only on the

subset study: snapshots of physical

activity in varied learning settings

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Description of the Observational Study

Checklist was developed and utilized to look at:

◦ Outdoor and indoor contexts for large motor

physical activities

◦ Observed in 30-minute blocks of time for

approximately 6.5 hours

◦ Anecdotal notes recorded of behaviors observed

At conclusion of each 30-minute block, behaviors

observed on qualitative measure were recorded

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Participants-Subset One Latino student (male age 5) in

Head Start

Twp African American students (male age 6, female age 7) in after-school settings

One Latino male student age 8 in elementary school setting

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Outdoor Contexts for Large Motor Activities

◦Most of the activities engaged in were initiated by the child, not teacher directed

◦Students in Head Start spent more time outside than students in other settings

◦Activities included, in an unstructured, game-free environment: Chasing Climbing Crawling Hopping Running Sliding down the slide

Indoor Contexts for Motor Activities

The only activity that all four students experienced was the inclusion of music (separate music class, singing/dancing, exercising)

Other activities observed indoors included:◦ Drawing (3 out of 4)◦ Gross motor (i.e. shooting a basketball - after-school

program)◦ Reading books (3 out of 4)◦ Socio-dramatic play (Head Start, elementary school)◦ Working with manipulatives (3 out of 4)◦ Writing (3 out of 4)

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1. Detailed notes based on

observation of 4 children (running records with a rating scale every 30 minutes)

2. Children were observed for the entire day or length of the daily program.

3. 3 researchers independently analyzed and coded the data

4. Codes were compared for inter-rater reliability

5. Overarching themes developed based on agreed upon codes

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MethodQualitative

Analysis

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Two Overarching Themes

I. Physical MovementUnstructured playStructured playFidgeting

II. Restriction of Activity

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Restriction of Activity

Strict schedule

Physical activity not built into

educational requirements

Waiting (for the next planned

activity)

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Results of the Quantitative Analysis

Data suggest that the percentage of time students in the 4K and after-school program have to engage in teacher initiated direct physical activities is greater when compared to students in a typical elementary school setting

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Results of the Quantitative Analysis……..

Data further suggest that the percentage of time students in an after-school program have to engage in child initiated direct physical activities is greater when compared to students in more structured settings, like Head Start 4K or elementary schools

The student observed in a traditional elementary school was not observed participating in any direct physical activity while indoors

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Indoor Teacher Initiated Direct Physical Activity

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Indoor Child Initiated Direct Physical Activity

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Recommendations Increased opportunity for PA at school

and Head Start

◦Leads to increased cognitive function/academic achievement (Davis et al., 2011; Tomporowski, Davis, Miller, & Naglieri, 2008)

“Action Schools” (Naylor, Macdonald, Zebedee, Reed, & Mackay, 2006) Create individualized plans for increasing

physical activity at schools

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Recommendations

“Action Schools”◦ Focus on 6 Action Zones (Naylor et al.,

2006, p. 414) School environment Scheduled PE Classroom action Family and Community Extra-curricular School spirit

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Recommendations…..

Empirical support for efficacy of action school program (Naylor et al., 2006; Reed, Warburton, Macdonald, Naylor, & McKay, 2008)

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Recommendations

Build physical movement into lessons◦e.g., allow movement/dancing

during music classExamine amount of unintended

downtime◦e.g., time waiting between activities◦Leverage this time to build in extra

physical activity opportunities

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Summary & QuestionAnswer Session

Exploratory Study

Limitations

Need for large-scale studies

of daily routines

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ImplicationsProfessional Development needed on integration of physical activity

School leadership needs to recognize the importance of PA in classrooms and scheduling

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Specific Needs for Learning Environments

Curriculum development needed that embeds more PA for children of all ages

More embedded recess, physical activity and play

Integrate nutrition and health concepts throughout the curriculum

Engage parents in the planning and curriculum and encourage PA for families