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Iowa Association For Health, Physical Education, Recreation And Dance (IAHPERD)

Planned Play Experiences:

Implementing Physical Activity Programs for Preschool Children

The importance of physical activity and its relationship to health is confirmed in adults and children in the 1996 Surgeon General's Report (1). Among the statements in this document include recommendations that all people over the age of two years accumulate at least 30 minutes of endurance-type physical activity, of at least moderate intensity, on most - preferably all - days of the week. For young children, the Council for Physical Education for Children of the National Association of Sport and Physical Education has extended this recommendation to include 60 minutes of age and developmentally appropriate physical activities and to encourage up to several hours per day (2). The American Academy of Pediatrics in their 1992-policy statement concurs with these recommendations (3). Unfortunately many children do not meet these recommendations and it is speculated that physical inactivity is linked to the present epidemic of childhood obesity. Sallis (4) recently reviewed the determinants of physical activity in children (aged 4-12 yrs) and identified previous physical activity as one of the factors strongly associated with physical activity patterns. Thus it has been suggested that early adoption of physical activity behavior will promote better adherence to physical activity later in life. The National Association for Sport and Physical Education (NASPE) just released (February 2002) the first-ever physical activity guidelines for infants and toddlers.

The preschool-aged child (3-5 years) has been characterized as inherently active. There is little doubt that this population seeks play opportunities that allow them to engage in physical activity. However these children also have potential constrains of their ability to engage in play. Most investigators of physical activity in children have identified time outdoors as a strong determinant for vigorous physical activity (5-6). In addition, physical activity facilitating toys influence the type of physical activity during free-play situation (6). Difficulty arises when environmental conditions prevent the child from participating in play utilizing safe equipment and toys. It is the responsibility of the parent and child-care provider to ensure the child has opportunities to participate in physical activities throughout the day. In addition, it is appropriate that pediatricians assess the health and physical development of the preschool child and counsel parents and teachers. Finally the physical educator with interest in promoting physical activities that enhance fundamental motor skills and movement concepts have a role to play in the overall physical development of the preschool child. This is evident in the Journal of Physical Education, Recreation, and Dance featuring an issue (August 1994) devoted to preschool physical education. All of these individuals have a contribution in ensuring physical activity opportunities for the child. Communication paths between the professional are essential in the success of physical activity intervention for the young child (see figure 1).

"Planned play experiences" is a concept that best represents an intervention strategy for promoting physical activity for young children. Most experts in both early childhood education and physical education encourage the creation of a physical activity program that has planned activities that will facilitate children's exploration yet ensure the participation in physical tasks that will contribute to development of fundamental motor skills, movement concepts, health-related fitness, and play behavior. In this concept, physical education specialists provide parents and/or preschool teachers with the resources to create physical play experiences. This is not just free-play nor a structured teacher directed class (See figure 2). The success of the play experience is dependent upon the ability of the teacher or parent to engage the child in play behavior that will contribute to the physical health of the child.

Implementation of this strategy depends upon identifying a proper environment for physical activity with appropriate leadership/supervision. The environment should be structured as to allow a variety of play experiences, offer safe activity promoting toys and equipment, and include adult leadership. The child-care center offers one probable site for this intervention. Center based child-care requires an area designed for gross motor play, provides regular teacher-child interaction, and allow other children to engage in the play experiences. For children under parental care and/or outside of the center care, community recreation centers and schools could be used to create the environment that would allow for age appropriate physical activities. Special considerations must be made to providing age appropriate equipment, supervision, and adequate space for both indoor and outdoor play. Many wellness centers have long released the need to coordinate activities for young children while the parent is exercising in the facility. Including a play experience for the young child (particularly with parental participation) will support the wellness lifestyle for the family unit. Many schools have extended their educational programming into the preschool years and with it an opportunity to include planned play experiences. Elementary physical education teachers have the skills to coordinate play experiences at their schools using modified activities from the elementary physical education curriculum.

The desire to promote physical activity programs in preschool-aged children will not be enough to create an effective intervention. Workshops for early childhood providers, parents, and physical education specialist on ways to collaboration in the planning and delivery of the "planned play experiences" strategy will be essential. Support will be needed from administrators of schools, community recreation centers, wellness centers, and child-care centers to provide the resources in space, staff, and equipment. This strategy offers only one way to meet the physical activity needs for preschool-aged children. Extending play behavior into everyday life is the only way to ensure a commitment to the health and well-being of the child.

References

1. U.S. Department of Health and Human Services. Physical Activity and Health: A Report of the Surgeon General. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, 1996.

2. Council for Physical Education for Children. Physical Activity for Children: A Statement of Guidelines. National Association for Sport and Physical Education 1998.

3. American Academy of Pediatrics. Fitness, Activity, and Sports Participation in the Preschool Child. Pedatr. 1992, 90(6): 1.

4. Sallis JF, Prochaska JJ, Taylor WC. A Review of correlates of physical activity of children and adolescents. Med. Sci. Sports Exerc. 2000, 32(5): 963-975.

5. Baranowski T, Thompson WO, Durant RH, Baranowski J, Puhl J. Observations on physical activity in physical locations: Age, gender, ethnicity, and month effects. Res Q Exerc Sport 1993, 64:127-133.

6. McKenzie TL, Sallis JF, Nader PR, Broyles SL, Nelson JA. Anglo- and Mexican-American preschoolers at home and at recess: Activity patterns and environmental influences. J. Dev. Behav. Pediatr. 1992, 13:173-180.