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Objective: Examine the effect of an 8-week teacher-guided active play intervention on preschoolers' body composition and fundamental motor skills. Methods: Participants were from two local preschool centers randomly assigned to either the intervention (n = 25, 3.91 ± 0.53 years) or the control group (n = 25, 3.69 ± 0.81 years). All measures were assessed at baseline (week 0), post-intervention (weeks 9–11), and follow-up (weeks 30–33). Bioelectrical Impedance assessed body composition (fat mass (FM) and fat-free mass (FFM)). The Peabody Developmental Motor Scales, Second Edition (PDMS-2) assessed fundamental motor skills (gross motor quartile (GMQ)). Results: A significant Group × Time interaction for GMQ at post-intervention (p = 0.03), with the intervention group scoring significantly higher on GMQ. A significant main effect of Time (p < 0.001) indicated that GMQ increased in both groups across the 33-week period. For FM, a significant main effect of Time at both post-intervention (p < 0.05) and follow-up testing (p < 0.001) indicated that participants increased FM over the 33-week period. Lastly, there was a significant main effect of Time for FFM at post-intervention (p = 0.003) and follow-up (p < 0.001). Interestingly, there was a significant Group × Time interaction (p < 0.05) at follow-up testing showing that FFM increased over time but significantly more for the control group. Conclusions: Results indicate that active play interventions might be a successful pathway to improve gross motor skills in young children. Further research is needed to understand the effect that active play interventions have on body composition in preschoolers. [ABSTRACT FROM AUTHOR]

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 (p < 0.000) and Act_T (p < 0.008). Participants spent significantly more time in MVPA during Act_R compared to Act_T (p = 0.030), Act_T compared to Sed_H (p < 0.001), and Act_R compared to Sed_H (p < 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. [ABSTRACT FROM AUTHOR]

Background: Fundamental motor skills (FMS) are considered essential for sport participation and might be deficit in obese children. While evidence indicates that physical activity (PA) levels impact motor skill development, the relationship between body composition, PA, and motor competence, particularly in early childhood, is not thoroughly understood. We aimed to determine if PA, fat mass (FM), and fat-free mass (FFM) are predictors of FMS. Methods: Preschoolers (n = 47) from two preschools were assessed for FMS, PA, and body composition. Peabody Developmental Motor Scales (PDMS-2) subscale scores were used to assess FMS. PA was assessed with a wrist-worn accelerometer for five days during school. FM and FFM were measured with foot-to-foot bioelectrical impedance. Results: Linear regressions indicate significant models for stationary skills (SS) (F = 4.57, p =.004) and object manipulation skills (OMS) (F = 4.66, p =.003). FFM was the only significant predictor of SS (t = 3.98, p <.001) and OMS (t = 3.50, p =.001). FM and all intensities of PA were nonsignificant predictors in all models. Conclusions: These results indicate that interventions that target improving or maintaining FFM may improve FMS. [ABSTRACT FROM AUTHOR]

BACKGROUND: Rates of obesity and severe obesity have increased in young children aged 3-5 in recent years. Fundamental motor skills (FMS), which are the building blocks of movement, are deficient in overweight and obese children, and FMS interventions may provide a method to curb childhood obesity. PURPOSE: This randomized control trial aimed to determine the effect of a FMS intervention on Fat Mass (FM), Fat-Free Mass (FFM), and BMI in children aged 3 to 5. METHODS: Eleven preschool classes were randomly assigned to an intervention (6 classes) or control group (5 classes). Participants in the intervent ion group attended a FMS intervention twice a week, whereas the control group participated in outdoor free play. Time spent outdoors (870 minutes) and teacher to child ratio was equated between groups. FM and FFM were measured with foot-to-foot bioelectrical impedance and BMI pre and post-intervention. RESULTS: The control group had significantly more fat-free mass before the study than the intervention group (t = - 2.586, p = .012). Post testing showed the intervention group had a significantly lower fat mass (t = - 2.820, p = .006), fat free mass (t = - 3.465, p = .001), and BMI (t = - 2.649, p = .010) when compared to the control group. CONCLUSIONS: This study highlights the need to target young children for obesity prevention. FMS interventions may provide a method to help do so. [ABSTRACT FROM AUTHOR]