Faculty of Sports and Nutrition, Center of Expertise Urban Vitality, Amsterdam University of Applied Sciences, Dokter Meurerlaan 8, 1067 SM Amsterdam, The Netherlands.
Faculty of Child Development and Education, Amsterdam University of Applied Sciences, Wibautstraat 2-4, 1091 GM Amsterdam, The Netherlands.
Int J Environ Res Public Health. 2020 Jan 3;17(1):329. doi: 10.3390/ijerph17010329.
Interventions to improve children's physical activity in Early Childhood Education and Care (ECEC) settings are needed. This randomized controlled trial examines the effects of a preschool-based playground program for ECEC teachers in a deprived urban area. On intervention preschools, the PLAYgrounds for TODdlers program (PLAYTOD) was performed. It focused on teacher's knowledge and skills in order to create a challenging outdoor environment in which young children (2.5 to 4 years old) are able to practice their motor skills. Observations were performed before and after the program with a modified version of the SOPLAY protocol. The activating role of teachers (score from 0 = inactive to 4 = participating), the number of different physical activities, and the quality of children's physical activity on playgrounds were observed. The latter included the number of performed fundamental movement skills and the estimated physical activity intensity (score from 0 = sedentary to 3 = vigorous). Descriptive statistics and linear regression analyses were used to evaluate the effects of PLAYTOD. After the program, the activating role of teachers on intervention playgrounds improved. Moreover, the program and consecutively the changes made by teachers had a positive effect on the number of different activities and the quality of children's physical activity. The results emphasize an important role for ECEC teachers in improving physical activity in young children.
需要在幼儿教育和保育（ECEC）环境中采取干预措施，以提高儿童的身体活动水平。本随机对照试验研究了在贫困城市地区，针对 ECEC 教师的基于学前的操场计划对学前教育的影响。在干预性幼儿园中，实施了“为幼儿打造操场”（PLAYTOD）计划。该计划侧重于教师的知识和技能，以便在户外环境中创造挑战，让幼儿（2.5 至 4 岁）能够练习运动技能。在计划实施前后，使用 SOPLAY 协议的修改版进行了观察。观察了教师的活跃程度（得分从 0=不活跃到 4=参与）、不同身体活动的数量以及儿童在操场上的身体活动质量。后者包括进行的基本运动技能数量和估计的身体活动强度（得分从 0=久坐到 3=剧烈）。使用描述性统计和线性回归分析评估了 PLAYTOD 的效果。计划实施后，干预性操场的教师活跃程度有所提高。此外，该计划以及教师随后的变化对不同活动的数量和儿童身体活动的质量产生了积极影响。研究结果强调了 ECEC 教师在提高幼儿身体活动水平方面的重要作用。
