Tomaz Simone Annabella, Jones Rachel A, Hinkley Trina, Twine Rhian, Kahn Kathleen, Norris Shane A, Draper Catherine Elizabeth
Division of Exercise Science and Sports Medicine, Department of Human Biology, University of Cape Town, Cape Town, South Africa
Early Start, Faculty of Social Sciences, University of Wollongong, Wollongong, Australia
Rural Remote Health. 2019 Nov;19(4):5249. doi: 10.22605/RRH5249. Epub 2019 Nov 1.
Research has not been conducted on physical activity in early child education and care (ECEC) settings in low-income, rural communities in South Africa. This study aimed to describe the physical activity environment of these settings and identify child and contextual factors associated with physical activity in these settings. By understanding physical activity in this environment, it will be possible to identify context-specific opportunities, including with teachers, to overcome potential challenges and maximise physical activity in a low- and middle-income country setting.
The study was conducted in rural Bushbuckridge, Mpumalanga in 2014. Preschool-aged children (n=55) were recruited from five ECEC settings, including three preschools and two primary schools, where preschool-aged children are in their reception year, grade R. Preschool environment characteristics were assessed using an observational tool adapted from existing tools. Children's physical activity was assessed using the Observational System for Recording Physical Activity in Children - Preschool Version. Differences between preschool and grade R settings were assessed using χ2 analyses, and multinomial logistic regression analysis was used to determine factors associated with physical activity in the ECEC settings.
The physical activity environment differed between preschool and grade R ECEC settings in terms of space (preschoolpgrade R, p<0.001). On average, children spent 28.7% of their day in the ECEC settings engaged in physical activity, of which 22.3% was moderate- to vigorous-intensity physical activity (MVPA). Children spent the greatest proportion of the day in sedentary activities (69.9%) and this differed significantly between preschool (63.2%) and grade R children (81.3%, p<0.001). Preschool children were significantly more active than grade R children, and spent greater proportions of time in light-intensity physical activity (8.6% v 2.7%, p<0.001) and MVPA (25.4% v 15.3%, p<0.001). Irrespective of ECEC setting, children were significantly more likely to participate in MVPA if they were outdoors (p=0.001), and significantly less likely to do MVPA if they were overweight/obese (p=0.006).
These findings provide insight into child-level and contextual factors associated with preschool-aged children's physical activity within ECEC settings in a low-income, rural community in South Africa. Particularly, the physical and social features of ECEC settings are important in the promotion of physical activity. Findings from this study suggest that it is necessary to upskill and encourage teachers in ECEC settings to maximise opportunities for physical activity in rural low-income communities in South Africa.
在南非低收入农村社区的幼儿教育与保育（ECEC）机构中，尚未开展关于体育活动的研究。本研究旨在描述这些机构的体育活动环境，并确定与这些机构中体育活动相关的儿童及环境因素。通过了解这种环境下的体育活动，将有可能识别针对具体环境的机会，包括与教师合作，以克服潜在挑战，并在低收入和中等收入国家背景下最大限度地促进体育活动。
2014年在姆普马兰加省的农村布什布克里奇进行了该研究。从五个幼儿教育与保育机构招募了学龄前儿童（n = 55），包括三所幼儿园和两所小学，其中学龄前儿童处于接待年，即R年级。使用从现有工具改编的观察工具评估学前教育环境特征。使用儿童体育活动记录观察系统 - 学前版评估儿童的体育活动。使用χ2分析评估幼儿园和R年级机构之间的差异，并使用多项逻辑回归分析确定与幼儿教育与保育机构中体育活动相关的因素。
幼儿园和R年级幼儿教育与保育机构的体育活动环境在空间方面存在差异（幼儿园对R年级，p < 0.001）。平均而言，儿童在幼儿教育与保育机构中每天有28.7%的时间从事体育活动，其中22.3%是中等至剧烈强度的体育活动（MVPA）。儿童在久坐活动中花费的时间比例最大（69.9%），这在幼儿园儿童（63.2%）和R年级儿童（81.3%，p < 0.001）之间存在显著差异。学龄前儿童比R年级儿童明显更活跃，并且在轻度体育活动（8.6%对2.7%，p < 0.001）和MVPA（25.4%对15.3%，p < 0.001）中花费的时间比例更大。无论幼儿教育与保育机构设置如何，如果儿童在户外，他们参与MVPA的可能性显著更高（p = 0.001），而如果他们超重/肥胖，则参与MVPA的可能性显著更低（p = 0.006）。
这些发现为南非低收入农村社区幼儿教育与保育机构中学龄前儿童体育活动相关的儿童层面和环境因素提供了见解。特别是，幼儿教育与保育机构的物理和社会特征在促进体育活动方面很重要。本研究结果表明，有必要提升南非农村低收入社区幼儿教育与保育机构教师的技能并鼓励他们，以最大限度地增加体育活动机会。
