Raiola Gaetano
Physical Education and Exercise Research Center, Pegaso Telematic University, 80143 Napoli, Italy.
Children (Basel). 2025 Jan 7;12(1):66. doi: 10.3390/children12010066.
The preschool context produces excessive sedentary behavior in children. The systematic fulfillment of structured physical activities during school time, namely a daily movement routine (DMR), can contribute to increasing the quantity of physical activity (PA) and to improving physical literacy (PL), reaching the WHO's recommendations.
The present study aims to quantify the sedentary time spent by 4- and 5-year-old preschool children and to verify the effects that a DMR could have on sedentary habits in preschool children.
An experimental observational study was carried out. Ad hoc questionnaires were administered to parents, teachers, and children, and an observation checklist was used to quantify the time spent in sedentary activities at school. Descriptive statistics and -tests were applied for data analysis.
Thirty-two children attending Italian preschool participated in this study. The implementation of a DMR significantly reduced the sedentary time in preschool, decreasing the time spent sitting by 45.69% and increasing the time spent standing by 185%.
This study confirms the hypothesis that children move for less time than recommended by the WHO and highlights the importance of making the experiences of the DMR structural, as this could be an opportunity for educational processes to enhance active lifestyles in promoting the development of physical literacy.
学前环境导致儿童久坐行为过多。在上学期间系统地开展结构化体育活动，即每日运动常规（DMR），有助于增加身体活动（PA）量并提高身体素养（PL），达到世界卫生组织的建议。
本研究旨在量化4至5岁学龄前儿童的久坐时间，并验证DMR对学龄前儿童久坐习惯的影响。
开展了一项实验性观察研究。向家长、教师和儿童发放了专门设计的问卷，并使用观察清单来量化在学校进行久坐活动的时间。采用描述性统计和t检验进行数据分析。
32名就读于意大利幼儿园的儿童参与了本研究。DMR的实施显著减少了学龄前儿童的久坐时间，坐着的时间减少了45.69%，站立的时间增加了185%。
本研究证实了儿童运动时间少于世界卫生组织建议时间的假设，并强调了使DMR体验结构化的重要性，因为这可能是教育过程中的一个契机，在促进身体素养发展方面增强积极的生活方式。
