Rech John P, Chaudhary Priyanka, Schenkelberg Michaela, Dinkel Danae
University of Nebraska - Omaha, School of Health & Kinesiology, 6001 Dodge Street, Omaha, Nebraska 68182 USA.
Early Child Educ J. 2023 Apr 1:1-10. doi: 10.1007/s10643-023-01486-8.
Preschool teachers are uniquely positioned to impact children's physical activity levels, yet the relationship between teachers' and children's physical activity levels has not been widely investigated. The purpose of this study was to explore preschool teachers' physical activity levels, practices, and perceptions and how this relates to children's physical activity at preschool centers. This convergent mixed methods study included eight teachers and 20 children from four preschool classrooms. Accelerometers were used to measure their physical activity. Pearson correlations were used to explore the relationship between teachers' and children's physical activity levels. Direct observation was used to contextualize children's physical activity while at preschool. Teachers completed a semi-structured interview to explore their physical activity perceptions and practices. On average, teachers and children were physically active for 50.2 ± 9.3% and 29.5 ± 7.0% of their time at preschool, respectively. A significant positive correlation ( = 0.02; = 0.98) was found between teachers' and children's percent of time at preschool per day in moderate-to-vigorous physical activity. Children mostly engaged in low-intensity activities (stationary play; light walking) during free play both indoors and outdoors and were mostly sedentary during teacher-initiated group times. All teachers stated they had a positive influence on children's physical activity. Teachers commonly reported pain or health conditions as a barrier to their physical activity. There was a positive relationship between teachers' and children's physical activity. More research is needed to confirm this relationship and to explore the impacts of high amounts of occupational physical activity on teachers' health.
The online version contains supplementary material available at 10.1007/s10643-023-01486-8.
幼儿园教师在影响儿童身体活动水平方面具有独特的地位，但教师与儿童身体活动水平之间的关系尚未得到广泛研究。本研究的目的是探讨幼儿园教师的身体活动水平、做法和认知，以及这与幼儿园儿童身体活动的关系。这项聚合混合方法研究包括来自四个幼儿园班级的八名教师和二十名儿童。使用加速度计测量他们的身体活动。使用皮尔逊相关性来探讨教师和儿童身体活动水平之间的关系。在幼儿园期间，通过直接观察来了解儿童身体活动的背景情况。教师完成了一项半结构化访谈，以探讨他们对身体活动的认知和做法。平均而言，教师和儿童在幼儿园期间的身体活动时间分别占其总时间的50.2±9.3%和29.5±7.0%。在中度至剧烈身体活动中，发现教师和儿童每天在幼儿园的时间百分比之间存在显著正相关（=0.02；=0.98）。在自由玩耍期间，无论是室内还是室外，儿童大多进行低强度活动（静止玩耍；轻松行走），在教师发起的集体活动期间大多久坐不动。所有教师都表示他们对儿童的身体活动有积极影响。教师普遍报告疼痛或健康状况是他们身体活动的障碍。教师和儿童的身体活动之间存在正相关关系。需要更多研究来证实这种关系，并探讨大量职业身体活动对教师健康的影响。
在线版本包含可在10.1007/s10643-023-01486-8获取的补充材料。
