Wadsworth Danielle D, Spring Katherine E
Exercise Adherence and Obesity Prevention Laboratory, School of Kinesiology, Auburn University, Auburn, AL 36849, USA.
Pediatric Obesity and Health Behavior Laboratory, Division of Population and Public Health Science, Pennington Biomedical Research Center, Baton Rouge, LA 70808, USA.
Children (Basel). 2024 Feb 2;11(2):183. doi: 10.3390/children11020183.
The purpose of this study was to examine the acute effects of an active reading intervention on physical activity (PA) levels in preschoolers. Participants were recruited from the 3-5-year-old classes at two preschools. A total of six classrooms and 37 children participated in three conditions: an active reading book read by a researcher (Act_R) trained in active play techniques, an active reading book read by a preschool classroom teacher (Act_T), and a book about health behavior read by both the researcher and the teacher (Sed_H). The order in which classes received each condition was randomized. The Actigraph accelerometer assessed PA. Motor skills were assessed with the Peabody Motor Development Scale, 2nd Edition. Participants spent significantly more time in sedentary behavior during the Sed_H condition compared to Act_R ( < 0.000) and Act_T ( < 0.008). Participants spent significantly more time in MVPA during Act_R compared to Act_T ( = 0.030), Act_T compared to Sed_H ( < 0.001), and Act_R compared to Sed_H ( < 0.001). The amount of MVPA participation within the active reading sessions was not dependent upon the level of fundamental motor skill competence. Active reading books may provide a feasible method to incorporate physical activity and active play into the preschool day.
本研究的目的是检验积极阅读干预对学龄前儿童身体活动（PA）水平的急性影响。参与者从两所幼儿园的3至5岁班级中招募。共有六间教室和37名儿童参与了三种情况：由接受过积极游戏技巧培训的研究人员阅读的积极阅读书籍（Act_R）、由幼儿园教师阅读的积极阅读书籍（Act_T）以及由研究人员和教师共同阅读的关于健康行为的书籍（Sed_H）。各班级接受每种情况的顺序是随机的。使用Actigraph加速度计评估身体活动。运动技能通过《皮博迪运动发展量表》第二版进行评估。与Act_R（<0.000）和Act_T（<0.008）相比，参与者在Sed_H情况下久坐行为的时间显著更长。与Act_T相比（=0.030）、与Sed_H相比（<0.001）以及与Act_R相比（<0.001），参与者在Act_R情况下进行中度至剧烈身体活动（MVPA）的时间显著更长。积极阅读环节中MVPA参与量并不取决于基本运动技能能力水平。积极阅读书籍可能为将身体活动和积极游戏融入学前教育日提供一种可行的方法。
