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Do preschools differ in promoting children's physical activity? An instrument for the assessment of preschool physical activity programmes

机译：学前班在促进儿童的体育锻炼方面是否有所不同？评估学龄前体育锻炼计划的工具

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Background: Preschools offer high potential for preventive interventions. However, little is known about the structure of preschool programmes to promote physical activity (PA) in preschoolers although almost all children aged three to six years spend one third of the day at preschool. The aim of this study was to determine whether and to what extent preschools implement systematic PA promotion measures using an instrument specifically developed to assess and systematize preschool PA programmes. Methods. In the cross-sectional study a baseline survey of preschool education policies was conducted to identify and assess the type and extent of PA programmes and opportunities in preschools in the State of Lower Saxony, Germany. An assessment instrument was developed to identify preschools with systematic PA programmes (type 1) and those without PA programmes (type 2) based on the following quality criteria: A) written PA policy, B) structured weekly PA offerings for all children; C) at least one qualified physical education teacher; D) PA-friendly indoor and outdoor facilities (exercise room, situational PA opportunities, outdoor areas, play equipment etc.), and E) structured PA promotion in place for at least two years. A third type of preschool that promotes PA in children to some extent (i.e., that meets the criteria partially but not completely) was classified as "preschools with limited PA programmes". Results: 2415 preschools participated in the survey (response rate: 59%). The results show that 26% (n = 554) have a systematic PA programme while 3% (n = 64) have no PA programme. Most (71%, n = 1514) were classified as limited PA programme preschools. All three types of preschools differed significantly (p =.000) from each other in terms of size (small vs. large). Most of the preschools without PA programmes are small half-day preschools. Conclusions: The study investigated an assessment- instrument providing extensive insight into the nature, extent and routine practical implementation of PA promotion in preschools. The criteria used to evaluate preschool PA programmes are well-suited to identify the different preschool PA programme types and target areas in the field of PA promotion in which specific measures (teacher education, structured PA offerings, etc.) can be implemented in future interventions.
机译：背景：学前班在预防干预方面具有很大的潜力。然而，尽管几乎所有三到六岁的儿童都花三分之一的时间在学前班上，但对于促进学龄前儿童的体育锻炼（PA）的学前班计划的结构知之甚少。这项研究的目的是确定学龄前儿童是否使用专门开发的用于评估和系统化学龄前PA项目的工具来实施系统的PA促进措施。方法。在该横断面研究中，对学前教育政策进行了基线调查，以识别和评估德国下萨克森州学前教育的课程类型和范围以及机会。根据以下质量标准，开发了一种评估工具来识别具有系统性PA计划（类型1）和没有PA计划（类型2）的学龄前儿童：A）书面PA政策，B）为所有儿童制定每周的PA产品； C）至少一名合格的体育老师； D）方便使用PA的室内和室外设施（运动室，有条件的PA机会，室外区域，游乐设备等），以及E）至少两年的结构化PA推广。在某种程度上促进儿童PA发展的第三种学前班（即部分但不完全满足标准）被归类为“有限PA项目的学前班”。结果：2415名学前儿童参加了调查（答复率：59％）。结果表明，有26％（n = 554）有系统的PA计划，而3％（n = 64）没有系统的PA计划。大多数（71％，n = 1514）被归类为有限的PA计划学前班。三种类型的学前班在规模上（小与大）差异显着（p = .000）。大多数没有PA计划的学前班都是半天的小型学前班。结论：该研究调查了一种评估工具，可对学前教育促进PA的性质，程度和常规实践的实施提供广泛的见识。用于评估学龄前PA项目的标准非常适合于确定PA推广领域中不同的学前PA项目类型和目标领域，在未来的干预措施中可以实施特定措施（教师教育，结构化的PA产品等） 。

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