Effects of locomotor skill program on minority preschoolers' physical activity levels

Pediatr Exerc Sci. 2012 Aug;24(3):435-49. doi: 10.1123/pes.24.3.435.

Abstract

This pilot study examined the effects of a teacher-taught, locomotor skill (LMS)-based physical activity (PA) program on the LMS and PA levels of minority preschooler-aged children. Eight low-socioeconomic status preschool classrooms were randomized into LMS-PA (LMS-oriented lesson plans) or control group (supervised free playtime). Interventions were delivered for 30 min/day, five days/week for six months. Changes in PA (accelerometer) and LMS variables were assessed with MANCOVA. LMS-PA group exhibited a significant reduction in during-preschool (F (1,16) = 6.34, p = .02, d = 0.02) and total daily (F (1,16) = 9.78, p = .01, d = 0.30) percent time spent in sedentary activity. LMS-PA group also exhibited significant improvement in leaping skills, F (1, 51) = 7.18, p = .01, d = 0.80). No other, significant changes were observed. The implementation of a teacher-taught, LMS-based PA program could potentially improve LMS and reduce sedentary time of minority preschoolers.

Publication types

  • Randomized Controlled Trial
  • Research Support, Non-U.S. Gov't

MeSH terms

  • Actigraphy
  • African Americans
  • Analysis of Variance
  • Child Behavior / physiology*
  • Child, Preschool
  • Curriculum
  • Exercise / physiology*
  • Female
  • Hispanic Americans
  • Humans
  • Locomotion / physiology*
  • Male
  • Massachusetts
  • Minority Health*
  • Motor Skills / physiology*
  • Physical Education and Training / methods*
  • Pilot Projects
  • Schools