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Physical activity intervention in ea...

University of Delaware., Department of Individual and Family Studies.

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Physical activity intervention in early care and education settings.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Physical activity intervention in early care and education settings./
Author:	Qiu, Wei.
Description:	185 p.
Notes:	Adviser: Penny L. Deiner.
Contained By:	Dissertation Abstracts International69-12A.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3337482
ISBN:	9780549926726

Physical activity intervention in early care and education settings.
Qiu, Wei.

Physical activity intervention in early care and education settings. - 185 p.

Adviser: Penny L. Deiner.

Thesis (Ph.D.)--University of Delaware, 2008.

This study examined the effectiveness of an eight-week intervention program that was developed to increase children's physical activity in early care and education settings. Social learning theory and the dynamics systems approach were used as the guiding theoretical frameworks in this study. Seven hypotheses were made to guide the evaluation of the intervention program.

ISBN: 9780549926726Subjects--Topical Terms:

1017530
Education, Early Childhood.

Physical activity intervention in early care and education settings.
LDR:03775nam 2200361 a 45 001 853120
005 20100701
008 100701s2008 ||||||||||||||||| ||eng d
020 $a 9780549926726
035 $a (UMI)AAI3337482
035 $a AAI3337482
040 $a UMI $c UMI
100 1 $a Qiu, Wei. $3 1019313
245 1 0 $a Physical activity intervention in early care and education settings.
300 $a 185 p.
500 $a Adviser: Penny L. Deiner.
500 $a Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4887.
502 $a Thesis (Ph.D.)--University of Delaware, 2008.
520 $a This study examined the effectiveness of an eight-week intervention program that was developed to increase children's physical activity in early care and education settings. Social learning theory and the dynamics systems approach were used as the guiding theoretical frameworks in this study. Seven hypotheses were made to guide the evaluation of the intervention program.
520 $a The intervention took place from November 2006 through January 2007 in the three-, four-year-old, and kindergarten classes at the University of Delaware Laboratory Preschool. One component of the intervention was physical activity curriculum for teachers to implement in children's daily routines. The other component was short energy burst activities also known as Planned Energetic Play (PEP) that teachers could embed in their existing curriculum.
520 $a For the evaluation of the intervention program, data were obtained from the participants on four occasions: baseline (T1), mid-point of the intervention (T2), immediately following the completion of the intervention (T3), and four months following the completion of intervention (T4). The Actical accelerometer was used to measure children's daily, indoor, and outdoor physical activity at the four times. Repeated Measures Analysis of Variance (ANOVA) was performed to compare children's activity energy expenditure (AEE) and moderate and vigorous physical activity (MVPA) obtained across the four times of measurement. In addition, class, gender, and children's BMI at the beginning of the intervention were entered as between-subjects factors in the Repeated Measures ANOVA. Children who had the lowest level of physical activity at baseline were compared with the rest of the participants regarding the impact of the intervention program.
520 $a The results showed that this center based intervention appeared to have a capacity for having an effect on increasing children's physical activity in the early care and education setting. The effectiveness was associated with class and the participant's activity level at the beginning of the intervention. Children's gender and weight status were not significant predictors of the outcome of the intervention.
520 $a The implementation and effectiveness of this physical activity intervention program had implication on many factors related to early childhood education. Factors at the micro level included teacher attitudes and values, early childhood curriculum, and facilities of early care and education programs. At the macro level, early care policies and regulations had a strong influence on children's physical activity and their participation in programs that aimed at preventing childhood obesity.
590 $a School code: 0060.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Sociology, Individual and Family Studies. $3 626655
690 $a 0518
690 $a 0628
710 2 $a University of Delaware. $b Department of Individual and Family Studies. $3 1019312
773 0 $t Dissertation Abstracts International $g 69-12A.
790 $a 0060
790 1 0 $a Deglau, Dena A. $e committee member
790 1 0 $a Deiner, Penny L., $e advisor
790 1 0 $a Gamel-McCormick, Michael $e committee member
790 1 0 $a Ohannessian, Christine M. $e committee member
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3337482