Shauna M. Burke

The Influence of Centre-Based Childcare on Preschoolers' Physical Activity Levels: A Cross-Sectional Study

The childcare environment represents an appropriate avenue to support physical activity among preschoolers. The aim of this study was two-fold: (1) to measure the physical activity levels of a sample of preschoolers during childcare hours; and (2) to assess which attributes (e.g., space, equipment, policies) within centre-based childcare environments influenced physical activity. Thirty-one preschoolers from 5 childcare centres across London, Canada participated. Actical accelerometers were worn by participants for one day during childcare hours to assess activity levels using a 15 second epoch length. The Environment and Policy Assessment and Observation instrument was used to conduct a full-day evaluation of the childcare environment. On average, participants engaged in 1.54 min/h of moderate-to-vigorous physical activity and 17.42 min/h of total physical activity. Sedentary opportunities, portable and fixed play equipment, and staff behaviour accounted for 49.3% of the variability in moderate-to-vigorous physical activity and 14.1% of the variability in total physical activity, with sedentary opportunities, fixed play equipment, and staff behaviours displaying an inverse relationship. Results emphasize the critical role the childcare environment plays in supporting physical activity among preschoolers.

Effectiveness of Physical Activity Interventions for Preschoolers: A Meta-Analysis

Purpose: The purpose of the meta-analysis was to examine the effectiveness of physical activity interventions on physical activity participation among preschoolers. A secondary purpose was to investigate the influence of several possible moderator variables (e.g., intervention length, location, leadership, type) on moderate-to-vigorous physical activity (MVPA). Method: Nine databases were systematically searched for physical activity interventions. Studies were included if they contained statistics necessary to compute an effect size (ES), were written in or translated into English, examined physical activity in preschoolers, incorporated a physical activity intervention, and targeted preschool-aged children. Fifteen studies satisfied these criteria. ESs were calculated using a random-effects model. Results: Results indicated that overall, interventions had a small-to-moderate effect on general physical activity (Hedges g = 0.44, p < .05, n = 73 ESs) and a moderate effect on MVPA (Hedges g = 0.51, p < .05, n = 39 ESs). The greatest effects for MVPA were identified for interventions that were less than 4 weeks in duration, were offered in an early-learning environment, were led by teachers, involved outdoor activity, and incorporated unstructured activity. Conclusions: This meta-analysis provides an overview and synthesis of physical activity interventions and highlights effective strategies for future interventions aimed at increasing physical activity levels among preschoolers.

Member diversity and cohesion and performance in Walking Groups

The purpose of the study was to examine the relationship of group member diversity in task-related attributes (i.e., self-efficacy, level of previous physical activity, and personal goals) and task-unrelated attributes (i.e., ethnicity and gender) to task cohesiveness and task performance in walking groups (N varied from 1,324 to 1,392 groups for the analyses). For the task-related attributes, diversity in level of previous physical activity was significantly related to both task cohesion and group performance—as diversity increased, cohesion and performance decreased. For the task-unrelated attributes, diversity in gender was related to task cohesion—as diversity increased, cohesion decreased. Gender diversity was unrelated to group performance. The results are discussed in terms of their implications for the dynamics of task-oriented groups.

The influence of parents and the home environment on preschoolers' physical activity behaviours: A qualitative investigation of childcare providers' perspectives

BackgroundPhysical activity offers numerous physiological and psychological benefits for young children; however, many preschool-aged children are not engaging in sufficient activity. The home environment, inclusive of parent role modeling, has been identified as influencing preschoolers physical activity. This study sought to examine childcare providers perspectives of the importance of parents and the home environment for supporting the physical activity behaviours of preschool-aged children (aged 2.5-5 years) attending childcare.MethodsA heterogeneous sample of childcare providers (n = 84; response rate 39%) working at childcare facilities in London, Ontario participated. Thirteen semi-structured focus groups were conducted in London centres between February 2009 and February 2010. Focus groups were audio recorded and transcribed verbatim and inductive content analysis was used to code and classify themes. A number of strategies were used to verify the trustworthiness of the data.ResultsChildcare providers acknowledged their reliance on parents/guardians to create a home environment that complements the positive physical activity messaging children may receive in childcare. Moreover, childcare staff highlighted the need for positive parent role modeling and parent support to encourage active healthy lifestyles among young children.ConclusionThis studys findings highlight the need for increased parent-caregiver partnering in terms of communication and cooperation in service of promoting appropriate amounts of physical activity among London preschoolers.

Exercising with others exacerbates the negative effects of mirrored environments on sedentary women's feeling states

The unique and interactive effects of mirrored exercise environments and the presence of co-exercisers on sedentary womens exercise-induced feeling states (FS) were examined. Participants (nu2009=u200992; mean ageu2009=u200920.2) performed 20u2009min of moderate intensity exercise in one of four environments: (a) alone/mirrored, (b) not alone/mirrored, (c) alone/unmirrored, or (d) not alone/unmirrored. FS were measured pre-, mid-, and 5u2009min post-exercise. Self-consciousness, perceived social evaluation and social comparisons were also assessed post-exercise. Multilevel modeling procedures indicated that women in the not alone/mirrored environment experienced smaller increases in post-exercise revitalization than the other conditions (pu2009<u20090.05), and were the only condition to experience increased physical exhaustion (pu2009<u20090.05). Women in the not alone/mirrored condition also reported greater self-consciousness and more social comparisons than those in alone/mirrored condition (psu2009<u20090.01). Findings are consistent with Objective Self-Awareness Theory, and suggest that mirrored, group exercise environments are not conducive to psychological well-being among women unaccustomed to exercise.

Physical activity at daycare: issues, challenges and perspectives

This study sought to examine London, Ontario‐based childcare providers’ perspectives of the barriers and facilitators to physical activity participation among preschoolers (i.e. children aged 2.5–5 years) attending daycare. A heterogeneous sample of childcare providers (n = 54; response rate 47%) working at public daycare facilities in London, Ontario participated. Using a qualitative methodology, eight semi‐structured focus groups were conducted between February and March 2009. Focus groups were audio recorded and transcribed verbatim. Inductive content analysis was used to code and categorize emerging themes. When asked to describe the barriers to engaging preschoolers in physical activity while at daycare, participants discussed inadequate equipment, insufficient space, daycare requirements and safety concerns, and weather. When asked to describe the facilitators, participants cited resources, music and the childcare providers themselves. This study’s findings provide contextual and descriptive information with potentially significant implications for childcare directors, parents and researchers to promote and support physical activity participation among preschoolers attending daycare.

Self-Presentation and Group Influence

One purpose of this article is to discuss the influence that others present (coactors or other group members) has on an individuals self-presentation behavior. A second purpose is to outline possible future directions in research. Discussion associated with the former is subdivided into three main sections. In the first section, implications for self-presentation from group dynamics research from a number of areas (social loafing, self-handicapping, attributions for responsibility, social facilitation, and conformity behavior) are discussed. The second section addresses the question, Does the presence of participating others (coactors, fellow group members) help to alleviate some of the social anxiety that arises from self-presentation concerns? In the third section, the question of why the presence of coactors or fellow group members might contribute to reducing social anxiety is examined. Finally, possible future directions are introduced and discussed in a final section.

Cohesion as shared beliefs in exercise classes

The purpose of the study was to determine if perceptions of cohesion in exercise classes demonstrated sufficiently high consensus and between-group variance to support a conclusion that exercise classes are groups. Participants (N = 1,700) in 130classes were tested on either the Group Environment Questionnaire (GEQ) or the Physical Activity Group Environment Questionnaire (PAGEQ). Results showed that exercise classes satisfied the statistical criteria necessary to support a conclusion that they are true groups; that is, they exhibited acceptable levels of consensus about cohesion within classes and acceptable differences in cohesion between classes. In addition, index-of-agreement values were significantly greater for participants completing the PAGEQ than for participants completing the GEQ. Finally, consensus was greatest when participants evaluated how the exercise class satisfied their own personal task needs (i.e., individual attractions to the group-task), and second greatest when participants evaluated the collective unity around the task objectives (i.e., group integration-task).

Physical activity at daycare: Childcare providers’ perspectives for improvements

In London, Ontario, approximately 45 percent of preschoolers are insufficiently active.With the large number of preschoolers who attend childcare (54%), and the low levels of physical activity among preschool-aged children, daycare centers may be an appropriate avenue to intervene. This study sought to collect childcare providers’ suggestions for improving physical activity during daycare hours and their perspectives regarding the feasibility of meeting the physical activity guidelines currently set out for preschoolers. This qualitative study targeted a heterogeneous sample of childcare providers (n = 54) working at YMCA daycare centers in London, Ontario. Eight focus groups were conducted. Saturation was reached by the fifth focus group; however, three additional focus groups were completed to confirm that the researchers continued hearing the same responses. Focus groups were audio-recorded and transcribed verbatim. Inductive content analysis was used to code and categorize emerging themes. Strategies were incorporated to ensure data trustworthiness. Childcare providers believed the children in their care were quite active and when asked what would be required to increase the physical activity participation among the preschoolers in their care, participants discussed: staff training/workshops; guest physical activity instructors; additional equipment and resources; and increased funds for physical activity. The majority of focus group participants also felt it was feasible for the preschoolers in their care to meet or exceed the preschooler physical activity guidelines. Developing programs and resources that are informed by childcare providers may be an effective way to target sedentary behaviors among the preschool-aged population. Accordingly, childcare providers’ suggestions of how to maximize the opportunities for physical activity during daycare hours should be considered when developing and revising childcare curriculum, resources and policies.

Self-efficacy and imagery use in older adult exercisers

Abstract The aim of the present study was to investigate the relationship between self-efficacy and imagery use in older male (n = 40) and female (n = 52) exercisers. Participants’ self-efficacy was evaluated using the Self-Efficacy Questionnaire for Exercisers, and their use of imagery was evaluated using the Exercise Imagery Questionnaire. Results revealed that older adult exercisers were most efficacious in terms of the task, followed by scheduling physical activity into their daily routines, and finally overcoming barriers related to physical activity. Older adult exercisers also reported using appearance and technique imagery to much the same extent, but used both significantly more than energy imagery. In addition, energy imagery predicted task self-efficacy but none of the three functions of imagery predicted barrier and scheduling self-efficacy.