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This study aimed to examine associations between gross motor skills and executive functions (EF) in a large sample of Australian preschool-aged children. Of 566 children (mean age = 3.2 ± 0.4 years, 51.2% girls), locomotor, object control, and total skill competence were significantly associated with visual spatial working memory and inhibition (p < 0.05). Total skill competence was associated with shifting and locomotor skills were significantly associated with self-regulation (p < 0.05). Static balance was significantly associated with inhibition and shifting (p < 0.05). In boys, an association between object control skills and visual spatial working memory was observed. In girls, an association between static balance and visual spatial working memory, phonological working memory, and shifting was observed. The identification of significant associations between gross motor skills and different EFs is an important contribution to the growing evidence on the relationship between motor skills and EFs in early childhood.

Background: There is limited evidence from globally diverse samples on the prevalence and correlates of meeting the global guideline of 180 minutes per day of total physical activity (TPA) among 3- to 4-year-olds. Methods: Cross-sectional study involving 797 (49.2% girls) 3- to 4-year-olds from 17 middle- and high-income countries who participated in the pilot phases 1 and 2 of the SUNRISE International Study of Movement Behaviours in the Early Years. Daily step count was measured using thigh-worn activPAL accelerometers. Children wore the accelerometers for at least one 24-hour period. Children were categorized as meeting the TPA guideline based on achieving ≥11,500 steps per day. Descriptive analyses were conducted to describe the proportion of meeting the TPA guideline for the overall sample and each of the sociodemographic variables, and 95% CIs were calculated. Multivariable logistic regression was used to determine the sociodemographic correlates of meeting the TPA guideline. Results: Mean daily step count was 10,295 steps per day (SD = 4084). Approximately one-third of the sample (30.9%, 95% CI, 27.6–34.2) met the TPA guideline. The proportion meeting the guideline was significantly lower among girls (adjusted OR [aOR] = 0.70, 95% CI, 0.51–0.96) and 4-year-olds (aOR = 0.50, 95% CI, 0.34–0.75) and higher among rural residents (aOR = 1.78, 95% CI, 1.27–2.49) and those from lower middle-income countries (aOR = 1.35, 95% CI, 0.89–2.04). Conclusions: The findings suggest that a minority of children might meet the TPA guideline globally, and the risk of not meeting the guideline differed by sociodemographic indicators. These findings suggest the need for more surveillance of TPA in young children globally and, possibly, interventions to improve childhood health and development. [ABSTRACT FROM AUTHOR]

Due to the lack of tools that can be easily used by practitioners, there is a need to develop acceptable embedded ways to assess children's fine motor skill development within early childhood education and care settings. This study examined the validity and reliability of a brief and ecologically valid fine motor assessment tool for preschool-aged children; the fine motor growth assessment (i.e., FINGA). Children's fine motor performance on FINGA was compared with widely-used and validated performance-based (Peabody Developmental Motor Scales 2nd edition) and informant-based (Ages and Stages Questionnaire 3rd edition) fine motor assessments. Ninety-one children [mean age (y) ± SD = 4.50y ± 0.68] were assessed within seven early childhood education and care services in New South Wales, Australia. Exploratory factor analyses (EFA) and linear regression analyses showed that FINGA had good internal consistency (EFA of 73%) and age sensitivity (B[subscript std] = 0.69, p < 0.001), and bivariate correlation analyses demonstrated good concurrent validity (rs from 0.69 to 0.84, ps < 0.001) against the two comparison assessments. Because of its brevity and ecological validity, the FINGA tool should be further examined as a routine fine motor skills assessment administered within the context of universal early childhood education and care service provision.

Introduction: Limited data on 24-hour movement behaviors of children aged 5–8 years exist globally. We describe the prevalence and sociodemographic associations of meeting physical activity (PA), sedentary recreational screen time (ST), and sleep guidelines among children from 11 jurisdictions in the US-Affiliated Pacific region. Methods: Cross-sectional representative data from 1192 children aged 5–8 years living in the US-Affiliated Pacific region were drawn from the baseline 2012–2014 Children's Healthy Living Program. Sleep and moderate- to vigorous-intensity PA were calculated from accelerometry. ST and sociodemographic data were collected from caregiver surveys. The percentage of children meeting the Asia-Pacific 24-hour movement guidelines for PA (≥60 min/d of moderate- to vigorous-intensity PA), sleep (≥9 and ≤ 11 h/d) and ST (≤2 h/d) were calculated. Generalized linear mixed models were used to examine associations with adiposity and sociodemographic variables. Results: Twenty-seven percent (95% confidence interval, 24.6–30.0) of children met integrated guidelines; 98% (96.2–98.0) met PA, 78% (75.4–80.0) met sleep, and 35% (32.6–38.0) met ST guidelines. Females (adjusted odds ratio = 1.40 [95% confidence interval, 1.03–1.91]) and those living in lower-middle-income jurisdictions (2.29 [1.49–3.54]) were more likely to meet ST guidelines. Overweight children (0.62 [0.40–0.96]), those aged 8 years (0.39 [0.22–0.69]), and children with caregivers of an education level of high school or beyond (0.44 [0.29–0.68]) were less likely to achieve ST guidelines. Children from midrange annual household incomes were less likely to meet combined guidelines (0.60 [0.39–0.92]). Conclusions: Three-quarters of children are not meeting integrated Asia-Pacific 24-hour movement guidelines. Future strategies for reducing ST and increasing integrated guidelines compliance are needed. [ABSTRACT FROM AUTHOR]

Background: There is a lack of evidence regarding 24-hour movement behaviors of young children from low- and middle-income countries. This study examined Mongolian preschoolers' adherence to the World Health Organization's guidelines for physical activity, sedentary behavior, and sleep; their associations with health indicators, and the feasibility of the SUNRISE International study in Mongolia. Methods: Preschool-aged children were recruited from 5 kindergartens in urban and rural areas of Ulaanbaatar city and Tuv province in Mongolia. Physical activity and sedentary behavior were measured by an ActiGraph accelerometer worn for 5 consecutive days. Screen time and sleep were reported by parents. The National Institute of Health and Early Years Toolboxes were used to assess motor skills and executive function, respectively. Results: One hundred and one children participated in the study (mean age = 4.82 y, boys = 58), with 88% (n = 89) having complete data for analysis. The proportion of children who met the recommendations for physical activity, sedentary screen time, and sleep was 61%, 23%, and 82%, respectively. Only 7% met all recommendations. Meeting the sleep recommendation individually (P =.032) and in combination with the physical activity recommendation was associated with better gross (P =.019) and fine (P =.042) motor skills. Spending more time in physical activity was positively correlated with motor development. Results confirmed that the SUNRISE study protocol was feasible, age-appropriate, and enjoyable for children. Conclusions: The results of the SUNRISE pilot study will help inform the SUNRISE Mongolia main study and lay the groundwork for future research into children's 24-hour movement behaviors in Mongolia. [ABSTRACT FROM AUTHOR]

Objective: Teachers face high levels of occupational stress, which can influence their mental well-being and contribute to teacher burnout. Healthy levels of exercise, a good diet and adequate sleep can reduce stress and improve mental well-being outcomes. This study explores the characteristics and effectiveness of lifestyle interventions on teachers' mental well-being, including burnout; discusses directions for future programmes; and aims to identify the nature of evidence and gaps in the research field. Methods: A scoping review was conducted in May 2020 via ERIC, Medline, Embase, PsycINFO, Education Source, CINAHL, SPORTDiscus and Scopus databases. The search included relevant peer-reviewed articles on physical activity, nutrition and sleep interventions reporting teachers' mental well-being outcomes. A quality assessment tool was used to appraise the quality and risk of bias of the included studies. Results: Sixteen intervention studies met the inclusion criteria. All studies incorporated physical activity into the intervention; however, only four included aspects of nutrition or sleep. No studies reported only nutrition or sleep interventions alone. The heterogeneity of interventions and their reported outcomes makes comparisons difficult. In general, the quality of the included studies was low due to small sample sizes, poor study design and incomplete reporting of information. Conclusion: Preliminary evidence suggests lifestyle interventions can improve mental well-being outcomes for teachers; however good-quality research is needed to improve the evidence base. Future interventions should have stronger research designs and larger sample sizes and use established measurements for assessing outcomes.

This study examined the concurrent validity of a tummy time questionnaire and time-use diary against an accelerometer measure. Participants were 29 parents and their 6-month-old infants from the Early Movers project in Edmonton, Canada. Tummy time was concurrently measured using a parental questionnaire, a time-use diary, and a validated GENEActiv accelerometer. In participants with data on all measures (n = 26), relative (Spearman's rank correlations) and absolute (Wilcoxon signed-rank tests and Bland-Altman plots) concurrent validity were examined. The questionnaire (r[subscript s] = 0.60) and time-use diary (r[subscript s] = 0.80) tummy time measures were significantly correlated with the accelerometer measure, with large effect sizes (r > 0.50). Compared to the accelerometer measure of tummy time, a significant difference in mean rank was observed for the questionnaire measure but not for the time-use diary measure. Bland--Altman plots showed a significant mean difference in tummy time between the accelerometer and questionnaire measures (42 min/d; 95% limits of agreement: -73,157 min/d) but not between the accelerometer and time-use diary measures (2 min/d; 95% limits of agreement: -47,51 min/d). These preliminary findings indicate both subjective measures may be appropriate for infant studies examining associations with tummy time and/or comparing tummy time between samples. The time-use diary may also provide a relatively precise estimate of tummy time in prevalence studies.

Background: To achieve sustainability, we must consider scalable improvements in student movement behavior in the classroom setting, educational priorities. Flexible learning spaces that employ student-centered pedagogy and contain a range of furniture and layout options, implemented to improve educational outcomes, may enable unintended health benefits. In this review, we summarize the evidence on the effects of flexible learning spaces on adolescent student movement behaviors and educational outcomes. Methods: We searched 5 databases, retrieving 5 quantitative and one qualitative article meeting the review criteria. Results: Students in flexible learning spaces spent less time sitting, and more time standing and moving. Students were also more engaged, on-task, and collaborated and interacted more. Academic results for English, Mathematics and Humanities for those in flexible learning spaces were higher than peers in traditional classrooms. Conclusion: Evidence from the reviewed studies suggests that there may be beneficial outcomes across some movement behaviors as well as learning outcomes in classrooms that employ student-centered pedagogy and use a built environment that facilitates autonomy and choice around where and how to learn. These learning environments present an opportunity for an interdisciplinary approach to address sedentary behavior in classrooms.

Background: Child care centers are important for children's behaviors. Aims: To examine the cross-sectional associations between child care environmental characteristics and physical activity and sedentary time in children. Methods: Participants were 124 toddlers and 118 preschoolers from 19 centers in Alberta and Ontario, Canada, in the supporting Healthy physical AcTive CHildcare setting (HATCH) study. In-care physical activity and sedentary time were assessed using Actigraph accelerometers. Child care environments, including structure (e.g., resources) and process (e.g., activities) quality, were measured using three instruments: (1) the Environment and Policy Assessment and Observation and (2) the Children's Physical Environments Rating Scale, and (iii) the Movement Environment Rating Scale. Mixed models were performed to examine the associations between environmental characteristics and children's sedentary time, light physical activity, and moderate-to-vigorous physical activity. Results: A few structure quality characteristics related to child care policy and indoor environment were associated with higher physical activity and lower sedentary time in toddlers. The overall structure quality (B = 0.04; 95% CI [0.003, 0.08]) and process quality (B = 0.08; 95% CI [0.02, 0.15]) of the child care environment were associated with log moderate-to-vigorous physical activity in preschoolers. Specifically, structure quality characteristics of the outdoor environment and physical activity time, and process quality characteristics relevant to curriculum and pedagogy, were associated with higher physical activity and lower sedentary time in preschoolers. Discussion and Conclusion: The child care structure quality characteristics that are important for children' physical activity and sedentary behavior may vary by age group. Improving the overall process quality, in particular curriculum and pedagogy, of the child care environment, may promote more physical activity in preschoolers.

The aim of this study was to determine the validity and reliability of the Movement Environment Rating Scale (MOVERS), using data from 13 early childhood education and care (ECEC) settings. Test-retest reliability was calculated using ICCs, percentage agreement and weighted Kappa. Internal consistency was examined using Cronbach's alpha. To examine concurrent validity between the MOVERS and Sustained Shared Thinking and Emotional Well-being Scale (SSTEW) scale and the Environmental Policy and Assessment Observation (EPAO), correlation coefficients were computed. Multi-level regression analyses were conducted to examine the criterion validity of MOVERS and children's outcomes. ICC was 0.959 (p < 0.0001), weighted Kappa was 0.904 (p < 0.001), and percentage agreement was 69%-100%. Cronbach's alpha of MOVERS was [alpha] = 0.94 and [alpha] = 0.89. Statistically significant correlations between MOVERS subscales and some SSTEW and EPAO sub-areas were reported. Item 4 (Body movement to support fine motor skills) of MOVERS and children's fine motor skills was significantly correlated. This study shows that MOVERS is a reliable and valid scale that can, with training, be confidently used for research, audit, self-evaluation for practice improvement.

This article presents the perceptions and experiences of 12 school principals, 35 teachers and 85 students on the influences and processes used by eight Australian government primary and secondary schools to transform traditionally arranged classrooms into flexible learning spaces. Characterised by a variety of furniture and layout options, these spaces are designed to enable a range of learning styles and activities and facilitate student-centred pedagogy. These changes to school learning environments are discussed in light of some central constructs of complexity theory, including inertial momentum, emergence, agent interaction, information flow, feedback loops and lock-in. The findings highlight the role of consultation, participation and ownership as central elements of sustainable change processes. Further effective design and transformation of learning environments requires a reflexive school community, pedagogical shift, professional development, and ongoing support to teachers and students. The discussion emphasizes the sociomaterial interplay between the pedagogical and physical classroom environment.

Physical activity (PA) is crucial for preschool‐aged children's health and development. However, limited evidence exists regarding the feasibility of implementing home‐based interventions and how program components influence parent cognitions and practices and child PA. This study evaluated the feasibility and potential efficacy of a family‐based PA intervention on objectively measured PA, fundamental movement skills (FMS), parental efficacy, support, goal setting and parent–child co‐activity. Guided by social cognitive theory, an 8‐week cluster randomised controlled trial was conducted in Hong Kong. The trial included parental workshops, FMS training, PA homework, social media activity sharing and exercise equipment provision. Data were collected at baseline (Time 1; April 2019) and at the end of the intervention period (Time 2; approximately 2 months later) from 108 parent–child pairs in five preschools. The intervention led to increased moderate‐to‐vigorous PA and FMS in children, along with improved parental self‐efficacy, goal setting, supportiveness and co‐participation. However, parental PA did not show significant changes. Parents expressed high satisfaction, supporting the need for tailoring interventions to address the unique needs and preferences of young children and their parents. Reinforcing the parental role and providing informative materials and training can promote healthy lifestyles in early childhood. [ABSTRACT FROM AUTHOR]

Globally, about 175 million children have no access to universal education in 2017. Nearly, 16 million young children in East Asia and Pacific Region are not enrolled into school, accounting for 19% of children in pre- and primary school age. This paper analyses surveillance data, extracted from the integrated Health and Demographic Surveillance System (iHDSS) database, developed by Papua New Guinea Institute of Medical Research in the period 2011-2017 to assess the implementation of Millennium Development Goals associated with universal education in Papua New Guinea (PNG). Net enrolment rate in primary education was 58%. Only 28% of children aged 7 were enrolled in Grade 1, and only 7% of children aged 15 years reached Grade 8 in the school year 2015. Late enrolment into Grade 1 among children aged 7 years was identified as the main cause of low net enrolment rate, leading to low completion rate of primary education in the following years and affecting the overall quality of universal education. Despite the improvement in gender equality, males had better access to education services than females as reflected in high male-to-female student ratios among the schooling age population, 5-24 years, which increased from 108 at primary to 132 at secondary and 181 at tertiary education. Educational policy-makers and practitioners should take immediate actions to improve net enrolment in Grade 1 and completion rate at primary education, as well as gender equality in education in PNG.

Intentional teaching practices of early childhood education and care (ECEC) educators have a profound influence on children's learning and health. The aim of this study was to assess the relationship between educator intentionality and pre-schoolers physical activity. Objectively measured physical activity (Actigraphs) was measured on 225 preschool-aged children (mean age = 3.95 ± 0.35 years, 44.9% girls) from 21 ECEC centres. Educator's intentional teaching practices in relation to physical activity learning experiences were assessed using a 10-item direct observation instrument. In centres with high intentionality scores (scores 6-10, n = 7, 33%) children spent significantly more time in moderate-to-vigorous-intensity physical activity (p = 0.001, d = 0.45) compared to those centres with lower intentionality (scores 0-5). In high intentionality scoring centres, educators consistently took an active participatory role rather than a passive role. This study highlights the importance of educator intentional teaching practices in relation to physical activity for pre-schoolers physical activity.