Physical Literacy, According to the World Health Organization (WHO), in an Italian Preschool and Education for a Daily Movement Routine
Background and Objectives: The preschool context produces excessive sedentary behavior in children. The systematic fulfillment of structured physical activities during school time, namely a daily movement routine (DMR), can contribute to increasing the quantity of physical activity (PA) and to impro...
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MDPI AG
2025-01-01
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| Series: | Children |
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| author | Gaetano Raiola |
| author_facet | Gaetano Raiola |
| author_sort | Gaetano Raiola |
| collection | DOAJ |
| description | Background and Objectives: The preschool context produces excessive sedentary behavior in children. The systematic fulfillment of structured physical activities during school time, namely a daily movement routine (DMR), can contribute to increasing the quantity of physical activity (PA) and to improving physical literacy (PL), reaching the WHO’s recommendations. Aim: The present study aims to quantify the sedentary time spent by 4- and 5-year-old preschool children and to verify the effects that a DMR could have on sedentary habits in preschool children. Method: An experimental observational study was carried out. Ad hoc questionnaires were administered to parents, teachers, and children, and an observation checklist was used to quantify the time spent in sedentary activities at school. Descriptive statistics and <i>t</i>-tests were applied for data analysis. Results: Thirty-two children attending Italian preschool participated in this study. The implementation of a DMR significantly reduced the sedentary time in preschool, decreasing the time spent sitting by 45.69% and increasing the time spent standing by 185%. Conclusions: This study confirms the hypothesis that children move for less time than recommended by the WHO and highlights the importance of making the experiences of the DMR structural, as this could be an opportunity for educational processes to enhance active lifestyles in promoting the development of physical literacy. |
| format | Article |
| id | doaj-art-eafd85d06fa342c0b10d32cd91442b8a |
| institution | Kabale University |
| issn | 2227-9067 |
| language | English |
| publishDate | 2025-01-01 |
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| series | Children |
| spelling | doaj-art-eafd85d06fa342c0b10d32cd91442b8a2025-01-24T13:27:10ZengMDPI AGChildren2227-90672025-01-011216610.3390/children12010066Physical Literacy, According to the World Health Organization (WHO), in an Italian Preschool and Education for a Daily Movement RoutineGaetano Raiola0Physical Education and Exercise Research Center, Pegaso Telematic University, 80143 Napoli, ItalyBackground and Objectives: The preschool context produces excessive sedentary behavior in children. The systematic fulfillment of structured physical activities during school time, namely a daily movement routine (DMR), can contribute to increasing the quantity of physical activity (PA) and to improving physical literacy (PL), reaching the WHO’s recommendations. Aim: The present study aims to quantify the sedentary time spent by 4- and 5-year-old preschool children and to verify the effects that a DMR could have on sedentary habits in preschool children. Method: An experimental observational study was carried out. Ad hoc questionnaires were administered to parents, teachers, and children, and an observation checklist was used to quantify the time spent in sedentary activities at school. Descriptive statistics and <i>t</i>-tests were applied for data analysis. Results: Thirty-two children attending Italian preschool participated in this study. The implementation of a DMR significantly reduced the sedentary time in preschool, decreasing the time spent sitting by 45.69% and increasing the time spent standing by 185%. Conclusions: This study confirms the hypothesis that children move for less time than recommended by the WHO and highlights the importance of making the experiences of the DMR structural, as this could be an opportunity for educational processes to enhance active lifestyles in promoting the development of physical literacy.https://www.mdpi.com/2227-9067/12/1/66sedentary timechildren’s healthfields of experience |
| spellingShingle | Gaetano Raiola Physical Literacy, According to the World Health Organization (WHO), in an Italian Preschool and Education for a Daily Movement Routine Children sedentary time children’s health fields of experience |
| title | Physical Literacy, According to the World Health Organization (WHO), in an Italian Preschool and Education for a Daily Movement Routine |
| title_full | Physical Literacy, According to the World Health Organization (WHO), in an Italian Preschool and Education for a Daily Movement Routine |
| title_fullStr | Physical Literacy, According to the World Health Organization (WHO), in an Italian Preschool and Education for a Daily Movement Routine |
| title_full_unstemmed | Physical Literacy, According to the World Health Organization (WHO), in an Italian Preschool and Education for a Daily Movement Routine |
| title_short | Physical Literacy, According to the World Health Organization (WHO), in an Italian Preschool and Education for a Daily Movement Routine |
| title_sort | physical literacy according to the world health organization who in an italian preschool and education for a daily movement routine |
| topic | sedentary time children’s health fields of experience |
| url | https://www.mdpi.com/2227-9067/12/1/66 |
| work_keys_str_mv | AT gaetanoraiola physicalliteracyaccordingtotheworldhealthorganizationwhoinanitalianpreschoolandeducationforadailymovementroutine |