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Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity

Author

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  • Adriana Nielsen-Rodríguez

    (Human Kinetics and Body Composition Laboratory, Department of Didactics of Languages, Arts and Sports, Faculty of Educational Sciences, Universidad de Málaga, Campus de Teatinos s/n, 29010 Málaga, Spain)

  • Ramón Romance

    (Human Kinetics and Body Composition Laboratory, Department of Didactics of Languages, Arts and Sports, Faculty of Educational Sciences, Universidad de Málaga, Campus de Teatinos s/n, 29010 Málaga, Spain)

  • Juan Carlos Dobado-Castañeda

    (Human Kinetics and Body Composition Laboratory, Department of Didactics of Languages, Arts and Sports, Faculty of Educational Sciences, Universidad de Málaga, Campus de Teatinos s/n, 29010 Málaga, Spain)

Abstract

Early childhood represents a crucial period for child development. Physical activity is essential in this process, but studies show that children are very inactive and do not meet the recommended minimums. Due to the large proportion of time they spend at school, it is necessary to examine active and sedentary behaviors in these environments. The aim of the study is to analyze the amount and intensity of physical activity in preschool children during the school day according to the methodology used. Using accelerometry, the amount and intensity of physical activity and sedentary behavior of 156 children aged 4–6 years at different times of the school day were evaluated. The results revealed that preschoolers spend most of their class time sedentary, with children participating in active methodologies registering the highest amount and intensity of physical activity. Recess and specific motor sessions are the most active times, although the latter should increase the time of intense activity that they imply. To increase physical activity during the school day, it is necessary to establish movement integration methodologies, while increasing the number and adjusting the duration of specific motor sessions and of recesses, so that the maximum possible use is made of them.

Suggested Citation

  • Adriana Nielsen-Rodríguez & Ramón Romance & Juan Carlos Dobado-Castañeda, 2021. "Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity," IJERPH, MDPI, vol. 18(7), pages 1-25, April.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:7:p:3836-:d:531044
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    References listed on IDEAS

    as
    1. Norris, E. & Dunsmuir, S. & Duke-Williams, O. & Stamatakis, E. & Shelton, N., 2018. "Mixed method evaluation of the Virtual Traveller physically active lesson intervention: An analysis using the RE-AIM framework," Evaluation and Program Planning, Elsevier, vol. 70(C), pages 107-114.
    2. Webster, Collin A. & Zarrett, Nicole & Cook, Brittany S. & Egan, Cate & Nesbitt, Danielle & Weaver, R. Glenn, 2017. "Movement integration in elementary classrooms: Teacher perceptions and implications for program planning," Evaluation and Program Planning, Elsevier, vol. 61(C), pages 134-143.
    3. Nielsen, Jonas Vestergaard & Klakk, Heidi & Bugge, Anna & Andreasen, Marianne Løgtholt & Skovgaard, Thomas, 2018. "Implementation of triple the time spent on physical education in pre-school to 6th grade: A qualitative study from the programme managers’ perspective," Evaluation and Program Planning, Elsevier, vol. 70(C), pages 51-60.
    4. repec:mpr:mprres:4373 is not listed on IDEAS
    5. Kasra Hassani & E. Jean Buckler & Jennifer McConnell-Nzunga & Sana Fakih & Jennifer Scarr & Louise C. Mâsse & Patti-Jean Naylor, 2020. "Implementing Appetite to Play at scale in British Columbia: Evaluation of a Capacity-Building Intervention to Promote Physical Activity in the Early Years," IJERPH, MDPI, vol. 17(4), pages 1-17, February.
    6. Damjan Jaksic & Sandra Mandic & Nebojsa Maksimovic & Zoran Milosevic & Roberto Roklicer & Jovan Vukovic & Suncica Pocek & Nemanja Lakicevic & Antonino Bianco & Samuel Cassar & Patrik Drid, 2020. "Effects of a Nine-Month Physical Activity Intervention on Morphological Characteristics and Motor and Cognitive Skills of Preschool Children," IJERPH, MDPI, vol. 17(18), pages 1-11, September.
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    Cited by:

    1. José Manuel Alonso-Vargas & Eduardo Melguizo-Ibáñez & Pilar Puertas-Molero & Federico Salvador-Pérez & José Luis Ubago-Jiménez, 2022. "Relationship between Learning and Psychomotor Skills in Early Childhood Education," IJERPH, MDPI, vol. 19(24), pages 1-9, December.

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