Abstract
Objective
To describe duration of physical activity and duration and bouts of sedentary behaviour during child care in a sample of toddlers and preschoolers (19–60 months) from Alberta, Canada, and to examine whether duration and bouts differed among sex, age and parental immigration status groups.
Methods
One hundred and fourteen children aged 19–60 months from eight child care centres throughout Alberta participated. Data were collected at baseline of a study examining revised Alberta Child Care Accreditation Standards. Duration of physical activity (light (LPA), moderate-to-vigorous (MVPA)) and duration and bouts (1–4, 5–9, 10–14, and >-15 minutes) of sedentary behaviour during child care were accelerometer-derived using 15-second epochs during October/November, 201 3. Median [Interquartile ranges] and ANOVAs, accounting for the clustered nature of the data, were calculated.
Results
Minutes/hour spent in sedentary behaviour, LPA and MVPA were 36.9 [32.9, 40.7], 18.4 [16.0, 20.9] and 4.2 [2.5, 5.6] respectively. Frequency/hour of sedentary bouts lasting 1–4,5–9, 10–14 and >15 mins were 6.7 [6.1, 7.6], 0.9 [0.6, 1.1], 0.4 [0.2, 0.5] and 0.3 [0.2, 0.4] respectively. Preschoolers participated in less sedentary behaviour and more LPA and MVPA, and had fewer sedentary bouts lasting 10–14 and >-15 mins compared to toddlers (p < 0.05).
Conclusion
This is the first Canadian study to report on the duration of physical activity and duration and bouts of sedentary behaviour among both toddlers and preschoolers attending child care centres. These findings suggest child care interventions are needed to increase MVPA and decrease total sedentary behaviour while continuing to promote short sedentary bouts.
Key words: Physical activity, child care, child, preschool
Résumé
Objectifs
Décrire la durée de l’activité physique et la durée et les épisodes de comportement sédentaire pendant la garde d’un échantillon de tout-petits et d’enfants d’âge préscolaire (19 à 60 mois) de l’Alberta, Canada, et examiner si la durée et les épisodes diffèrent selon le sexe, l’âge et le statut d’immigrant des parents.
Méthodes
Cent quatorze enfants âgés de 19 à 60 mois de huit garderies de l’Alberta y ont participé. Les données ont été recueillies au départ d’une étude examinant les normes d’accréditation révisées des services de garde d’enfants de l’Alberta. La durée de l’activité physique (légère [APL], modérée à vigoureuse [APMV]) et la durée et les épisodes (1 à 4, 5 à 9, 10 à 14 et >- 15 minutes) de comportement sédentaire pendant la garde a été calculée avec un accéléromètre au moyen d’époques de 15 secondes en octobre et novembre 201 3. On a calculé la médiane [intervalle interquartile] et les ANOVA qui tiennent compte de la nature en grappe des données.
Résultats
Les minutes et les heures de comportement sédentaire, d’APL et d’APVM étaient de 36,9 [32,9, 40,7], 18,4 [16,0, 20,9] et 4,2 [2,5, 5,6] respectivement. La fréquence et la durée des épisodes sédentaires qui allaient del à 4, 5 à 9,10 à 14 et >- 15 minutes étaient de 6,7 [6,1, 7,6], 0,9 [0,6, 1,1], 0,4 [0,2, 0,5] et 0,3 [0,2, 0,4] respectivement. Les enfants d’âge préscolaire participaient à moins d’épisodes de comportement sédentaire et plus d’APL et d’APMV, et avaient moins d’épisodes sédentaires d’une durée de 10 à 14 et de >- 15 minutes comparés aux tout-petits (p < 0,05).
Conclusions
Il s’agit de la première étude canadienne à rendre compte de la durée de l’activité physique et de la durée et des épisodes de comportement sédentaire chez les tout-petits et les enfants d’âge préscolaire dans des garderies. Ces constatations suggèrent que les interventions en garderie sont nécessaires pour augmenter l’APVM et réduire le comportement sédentaire total tout en continuant de favoriser les courts épisodes sédentaires.
Mots Clés: activité physique, garde d’enfant, enfant, préscolaire
Footnotes
Acknowledgements: The authors are grateful to all the children, parents and child care centres who participated in the study. The authors thank their partners Corine Ferguson from the Alberta Resource Centre for Quality Enhancement and Karen Baretta from the Alberta Association for the Accreditation of Early Learning and Care Services for their help with recruitment. The authors also thank Alannah Turcott, Kristen Duke, Morgan Wagner and Steven Ainsley for their help with data collection. This research was funded by the Alberta Centre for Child, Family & Community Research (ACCFCR).
Conflict of Interest: None to declare.
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