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Russell R. Pate - One of the best experts on this subject based on the ideXlab platform.
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the translation of an evidence based preschool physical activity intervention from in person to online delivery of professional development to preschool teachers
Translational behavioral medicine, 2019Co-Authors: Ruth P Saunders, William H Brown, Michaela A Schenkelberg, Christina Moyer, Erin K Howie, Russell R. PateAbstract:Study of Health and Activity in Preschool Environments (SHAPES) aimed to increase preschoolers' physical activity by engaging preschool teachers in professional development designed to modify instructional practices. SHAPES originated as a randomized controlled trial, tested in 16 Preschools and disseminated to 4 control schools, and was shown to be effective in increasing preschool children's physical activity (Phase I, 2008-2012). This article describes the steps taken to translate an evidence-based physical activity intervention, SHAPES, from in-person delivery to online delivery of professional development to preschool teachers. In Phase II (2013-2016), professional development delivery was modified from an in-person to an online program for preschool teachers. Teacher implementation completeness and fidelity were examined in 10 pilot Preschools and then replicated in 30 Preschools. Large-scale dissemination of SHAPES began in Phase III (2017-2019), reaching 818 teachers from 228 unique centers after 2 years. The final SHAPES program consisted of six online modules, an accompanying guidebook, over 90 activities, self-assessment techniques, a video library, and an electronic community forum. The SHAPES core elements, defined in Phase I, were retained throughout all three phases. The Phase II change to online delivery was characterized by high levels of implementation completeness and fidelity. Results of Phase III statewide dissemination revealed comparable implementation completeness and fidelity. An intervention shown to be effective in a randomized controlled trial can be translated into an online professional development program and disseminated on a large scale in a timely manner.
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Systematic dissemination of a preschool physical activity intervention to the control Preschools
Evaluation and program planning, 2016Co-Authors: Erin K Howie, Ruth P Saunders, William H Brown, Alisa E. Brewer, Russell R. PateAbstract:For public health interventions to have a meaningful impact on public health, they must be disseminated to the wider population. Systematic planning and evaluation of dissemination efforts can aid translation from experimental trials to larger dissemination programs. The Study of Health and Activity in Preschool Environments (SHAPES) was a group-randomized intervention trial conducted in 16 Preschools that successfully increased the physical activity of preschool age children. Following the completion of the research study protocol, the intervention was abbreviated, modified and implemented in four Preschools that participated as control Preschools in the original research study. The purposes of the current study were to describe the process of refining the intervention for dissemination to the control Preschools, and to assess the acceptability of the resulting abbreviated intervention delivery. Five overarching behavioral objectives, informed by process evaluation, data from the original trial and collaboration with intervention teachers, were used to guide the implementation. Teachers in the dissemination classrooms reported high levels of acceptability, potential for sustainability of the program, and positive results in knowledge, skills, and child outcomes. Researchers can include a systematic approach to dissemination of effective intervention elements to the control participants in experimental studies to inform future dissemination efforts and begin to bridge the dissemination gap.
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Physical Activity in Preschool Children: Comparison Between Montessori and Traditional Preschools
The Journal of school health, 2014Co-Authors: Russell R. Pate, Wonwoo Byun, Marsha Dowda, Kerry L Mciver, Jennifer R. O'neill, William H BrownAbstract:BACKGROUND Little is known about the influence of Montessori methods on children's physical activity (PA). This cross-sectional study compared PA of children attending Montessori and traditional Preschools. METHODS We enrolled 301 children in 9 Montessori and 8 traditional Preschools in Columbia, South Carolina. PA was measured by accelerometry on weekdays during preschool (In-School), non-school (Non-School), and all day (All Day). Minutes/hour of light, moderate-to-vigorous (MVPA), and total PA (light + MVPA) were calculated. RESULTS Children attending Montessori Preschools accumulated more In-School light (7.7 vs. 6.5 minute/hour), MVPA (7.7 versus 6.5 minute/hour), and total PA (15.4 versus 13.0 minute/hour) than children attending traditional Preschools, after adjusting for sex, race/ethnicity, body mass index, parent education and neighborhood poverty index. For Non-School (8.5 versus 6.2 minute/hour) and All Day (8.5 versus 7.6 minute/hour), children in Montessori Preschools accumulated more MVPA than children in traditional Preschools. In-School PA was higher for children in private Montessori than public Montessori Preschools (8.1 versus 7.0 minute/hour; 8.1 versus 6.7 minute/hour; 16.1 versus 13.6 minute/hour, for light, MVPA, and total PA, respectively). CONCLUSIONS Children attending Montessori Preschools were more active than children attending traditional Preschools. Adopting the Montessori system may be an important strategy for promoting PA in children.
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the 3 year evolution of a preschool physical activity intervention through a collaborative partnership between research interventionists and preschool teachers
Health Education Research, 2014Co-Authors: Erin K Howie, Karin A Pfeiffer, William H Brown, Ruth P Saunders, Alisa E. Brewer, Russell R. PateAbstract:Despite evidence that preschoolers spend the majority of their time in sedentary activities, few physical activity interventions have focused on preschool-age children. Health promotion interventions that can be integrated into the daily routines of a school or other setting are more likely to be implemented. The Study of Health and Activity in Preschool Environments employed a flexible approach to increasing physical activity opportunities in Preschools’ daily schedules through recess, indoor physical activity and physical activity integrated into academic lessons. Eight Preschools were randomly assigned to receive the study’s physical activity intervention. Teachers in these schools partnered with university-based interventionists across 3 years to design and implement a flexible and adaptive intervention. The intervention approach included trainings and workshops, site visits and feedback from intervention personnel, newsletters, and physical activity equipment and materials. Teachers reported a high acceptability of the intervention. The purpose of this article is to describe the evolution of a multi-component physical activity intervention in Preschools, including (i) a description of the intervention components, (ii) an explanation of the intervention process and approach, and (iii) a report of teachers’ perceptions of barriers to implementation.
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Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional Preschools
The international journal of behavioral nutrition and physical activity, 2013Co-Authors: Wonwoo Byun, Steven N. Blair, Russell R. PateAbstract:This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori Preschools with those attending traditional Preschools. The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional Preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as
Donguk Park - One of the best experts on this subject based on the ideXlab platform.
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Indoor air quality differences between urban and rural Preschools in Korea
Environmental Science and Pollution Research, 2011Co-Authors: Chungsik Yoon, Donguk ParkAbstract:Background, aims, and scope Preschool indoor air quality (IAQ) is believed to be different from elementary school or higher school IAQ and preschool is the first place for social activity. Younger children are more susceptible than higher-grade children and spend more time indoors. The purpose of this study was to compare the indoor air quality by investigating the concentrations of airborne particulates and gaseous materials at Preschools in urban and rural locations in Korea. Methods We investigated the concentrations of airborne particulates and gaseous materials in 71 classrooms at 17 Korean Preschools. For comparison, outdoor air was sampled simultaneously with indoor air samples. Airborne concentrations of total suspended particulates, respirable particulates, lead, asbestos, total volatile organic compounds and components, formaldehyde, and CO_2 were measured with National Institute for Occupational Safety and Health and/or Environmental Protection Agency analytical methods. Results The concentration profiles of the investigated pollutants in indoor and urban settings were higher than those in outdoor and rural areas, respectively. The ratios of indoor/outdoor concentrations (I/O) of particulates and gaseous pollutants were characterized in urban and rural Preschools. Total dust concentration was highest in urban indoor settings followed by urban outdoor, rural indoor, and rural outdoor locations with an I/O ratio of 1.37 in urban and 1.35 in rural areas. Although I/O ratios of lead were close to 1, lead concentrations were much higher in urban than in rural areas. The I/O ratio of total VOCs was 2.29 in urban and 2.52 in rural areas, with the highest level in urban indoor settings. The I/O ratio of formaldehyde concentrations was higher in rural than in urban areas because the outdoor rural level was much lower than the urban concentration. Since an I/O ratio higher than 1 implies the presence of indoor sources, we concluded that there are many indoor sources in Preschools. Conclusions We confirmed that pollutants in indoor and urban settings were higher than those in outdoor and rural areas, respectively. Preschool children are expected to spend more time inside preschool facilities and therefore to be more exposed to pollutants. As far as we know, preschool IAQ is different from elementary school or higher school IAQ. Also, they are more vulnerable than higher-grade children. We found that the indoor and urban concentration profiles of the studied pollutants in Preschools were higher than those in outdoor and rural areas. We believe that our findings may be useful for understanding the potential health effects of exposure and intervention studies in Preschools.
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Indoor air quality differences between urban and rural Preschools in Korea
Environmental Science and Pollution Research, 2011Co-Authors: Chungsik Yoon, Kiyoung Lee, Donguk ParkAbstract:Background, aims, and scope Preschool indoor air quality (IAQ) is believed to be different from elementary school or higher school IAQ and preschool is the first place for social activity. Younger children are more susceptible than higher-grade children and spend more time indoors. The purpose of this study was to compare the indoor air quality by investigating the concentrations of airborne particulates and gaseous materials at Preschools in urban and rural locations in Korea. Methods We investigated the concentrations of airborne particulates and gaseous materials in 71 classrooms at 17 Korean Preschools. For comparison, outdoor air was sampled simultaneously with indoor air samples. Airborne concentrations of total suspended particulates, respirable particulates, lead, asbestos, total volatile organic compounds and components, formaldehyde, and CO_2 were measured with National Institute for Occupational Safety and Health and/or Environmental Protection Agency analytical methods. Results The concentration profiles of the investigated pollutants in indoor and urban settings were higher than those in outdoor and rural areas, respectively. The ratios of indoor/outdoor concentrations (I/O) of particulates and gaseous pollutants were characterized in urban and rural Preschools. Total dust concentration was highest in urban indoor settings followed by urban outdoor, rural indoor, and rural outdoor locations with an I/O ratio of 1.37 in urban and 1.35 in rural areas. Although I/O ratios of lead were close to 1, lead concentrations were much higher in urban than in rural areas. The I/O ratio of total VOCs was 2.29 in urban and 2.52 in rural areas, with the highest level in urban indoor settings. The I/O ratio of formaldehyde concentrations was higher in rural than in urban areas because the outdoor rural level was much lower than the urban concentration. Since an I/O ratio higher than 1 implies the presence of indoor sources, we concluded that there are many indoor sources in Preschools. Conclusions We confirmed that pollutants in indoor and urban settings were higher than those in outdoor and rural areas, respectively. Preschool children are expected to spend more time inside preschool facilities and therefore to be more exposed to pollutants. As far as we know, preschool IAQ is different from elementary school or higher school IAQ. Also, they are more vulnerable than higher-grade children. We found that the indoor and urban concentration profiles of the studied pollutants in Preschools were higher than those in outdoor and rural areas. We believe that our findings may be useful for understanding the potential health effects of exposure and intervention studies in Preschools.
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indoor air quality differences between urban and rural Preschools in korea
Environmental Science and Pollution Research, 2011Co-Authors: Chungsik Yoon, Kiyoung Lee, Donguk ParkAbstract:Background, aims, and scope Preschool indoor air quality (IAQ) is believed to be different from elementary school or higher school IAQ and preschool is the first place for social activity. Younger children are more susceptible than higher-grade children and spend more time indoors. The purpose of this study was to compare the indoor air quality by investigating the concentrations of airborne particulates and gaseous materials at Preschools in urban and rural locations in Korea.
Chungsik Yoon - One of the best experts on this subject based on the ideXlab platform.
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Indoor air quality differences between urban and rural Preschools in Korea
Environmental Science and Pollution Research, 2011Co-Authors: Chungsik Yoon, Donguk ParkAbstract:Background, aims, and scope Preschool indoor air quality (IAQ) is believed to be different from elementary school or higher school IAQ and preschool is the first place for social activity. Younger children are more susceptible than higher-grade children and spend more time indoors. The purpose of this study was to compare the indoor air quality by investigating the concentrations of airborne particulates and gaseous materials at Preschools in urban and rural locations in Korea. Methods We investigated the concentrations of airborne particulates and gaseous materials in 71 classrooms at 17 Korean Preschools. For comparison, outdoor air was sampled simultaneously with indoor air samples. Airborne concentrations of total suspended particulates, respirable particulates, lead, asbestos, total volatile organic compounds and components, formaldehyde, and CO_2 were measured with National Institute for Occupational Safety and Health and/or Environmental Protection Agency analytical methods. Results The concentration profiles of the investigated pollutants in indoor and urban settings were higher than those in outdoor and rural areas, respectively. The ratios of indoor/outdoor concentrations (I/O) of particulates and gaseous pollutants were characterized in urban and rural Preschools. Total dust concentration was highest in urban indoor settings followed by urban outdoor, rural indoor, and rural outdoor locations with an I/O ratio of 1.37 in urban and 1.35 in rural areas. Although I/O ratios of lead were close to 1, lead concentrations were much higher in urban than in rural areas. The I/O ratio of total VOCs was 2.29 in urban and 2.52 in rural areas, with the highest level in urban indoor settings. The I/O ratio of formaldehyde concentrations was higher in rural than in urban areas because the outdoor rural level was much lower than the urban concentration. Since an I/O ratio higher than 1 implies the presence of indoor sources, we concluded that there are many indoor sources in Preschools. Conclusions We confirmed that pollutants in indoor and urban settings were higher than those in outdoor and rural areas, respectively. Preschool children are expected to spend more time inside preschool facilities and therefore to be more exposed to pollutants. As far as we know, preschool IAQ is different from elementary school or higher school IAQ. Also, they are more vulnerable than higher-grade children. We found that the indoor and urban concentration profiles of the studied pollutants in Preschools were higher than those in outdoor and rural areas. We believe that our findings may be useful for understanding the potential health effects of exposure and intervention studies in Preschools.
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Indoor air quality differences between urban and rural Preschools in Korea
Environmental Science and Pollution Research, 2011Co-Authors: Chungsik Yoon, Kiyoung Lee, Donguk ParkAbstract:Background, aims, and scope Preschool indoor air quality (IAQ) is believed to be different from elementary school or higher school IAQ and preschool is the first place for social activity. Younger children are more susceptible than higher-grade children and spend more time indoors. The purpose of this study was to compare the indoor air quality by investigating the concentrations of airborne particulates and gaseous materials at Preschools in urban and rural locations in Korea. Methods We investigated the concentrations of airborne particulates and gaseous materials in 71 classrooms at 17 Korean Preschools. For comparison, outdoor air was sampled simultaneously with indoor air samples. Airborne concentrations of total suspended particulates, respirable particulates, lead, asbestos, total volatile organic compounds and components, formaldehyde, and CO_2 were measured with National Institute for Occupational Safety and Health and/or Environmental Protection Agency analytical methods. Results The concentration profiles of the investigated pollutants in indoor and urban settings were higher than those in outdoor and rural areas, respectively. The ratios of indoor/outdoor concentrations (I/O) of particulates and gaseous pollutants were characterized in urban and rural Preschools. Total dust concentration was highest in urban indoor settings followed by urban outdoor, rural indoor, and rural outdoor locations with an I/O ratio of 1.37 in urban and 1.35 in rural areas. Although I/O ratios of lead were close to 1, lead concentrations were much higher in urban than in rural areas. The I/O ratio of total VOCs was 2.29 in urban and 2.52 in rural areas, with the highest level in urban indoor settings. The I/O ratio of formaldehyde concentrations was higher in rural than in urban areas because the outdoor rural level was much lower than the urban concentration. Since an I/O ratio higher than 1 implies the presence of indoor sources, we concluded that there are many indoor sources in Preschools. Conclusions We confirmed that pollutants in indoor and urban settings were higher than those in outdoor and rural areas, respectively. Preschool children are expected to spend more time inside preschool facilities and therefore to be more exposed to pollutants. As far as we know, preschool IAQ is different from elementary school or higher school IAQ. Also, they are more vulnerable than higher-grade children. We found that the indoor and urban concentration profiles of the studied pollutants in Preschools were higher than those in outdoor and rural areas. We believe that our findings may be useful for understanding the potential health effects of exposure and intervention studies in Preschools.
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indoor air quality differences between urban and rural Preschools in korea
Environmental Science and Pollution Research, 2011Co-Authors: Chungsik Yoon, Kiyoung Lee, Donguk ParkAbstract:Background, aims, and scope Preschool indoor air quality (IAQ) is believed to be different from elementary school or higher school IAQ and preschool is the first place for social activity. Younger children are more susceptible than higher-grade children and spend more time indoors. The purpose of this study was to compare the indoor air quality by investigating the concentrations of airborne particulates and gaseous materials at Preschools in urban and rural locations in Korea.
Michal Tabach - One of the best experts on this subject based on the ideXlab platform.
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From preschool teachers’ professional development to children’s knowledge: comparing sets
Journal of Mathematics Teacher Education, 2011Co-Authors: Dina Tirosh, Pessia Tsamir, Esther Levenson, Michal TabachAbstract:Recently, there have been increased calls for enhancing preschool children’s mathematics knowledge along with increasing calls for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional development program Starting Right: Mathematics in Preschools. Focusing on four episodes that revolve around the topic of equivalent sets, it demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice. Assessment of the program included assessing the children’s knowledge. Results indicated that students of participating teachers learned to be more flexible and to give more possible answers than students of non-participating teachers.
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from preschool teachers professional development to children s knowledge comparing sets
Journal of Mathematics Teacher Education, 2011Co-Authors: Dina Tirosh, Pessia Tsamir, Esther Levenson, Michal TabachAbstract:Recently, there have been increased calls for enhancing preschool children’s mathematics knowledge along with increasing calls for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional development program Starting Right: Mathematics in Preschools. Focusing on four episodes that revolve around the topic of equivalent sets, it demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice. Assessment of the program included assessing the children’s knowledge. Results indicated that students of participating teachers learned to be more flexible and to give more possible answers than students of non-participating teachers.
Marsha Dowda - One of the best experts on this subject based on the ideXlab platform.
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Physical Activity in Preschool Children: Comparison Between Montessori and Traditional Preschools
The Journal of school health, 2014Co-Authors: Russell R. Pate, Wonwoo Byun, Marsha Dowda, Kerry L Mciver, Jennifer R. O'neill, William H BrownAbstract:BACKGROUND Little is known about the influence of Montessori methods on children's physical activity (PA). This cross-sectional study compared PA of children attending Montessori and traditional Preschools. METHODS We enrolled 301 children in 9 Montessori and 8 traditional Preschools in Columbia, South Carolina. PA was measured by accelerometry on weekdays during preschool (In-School), non-school (Non-School), and all day (All Day). Minutes/hour of light, moderate-to-vigorous (MVPA), and total PA (light + MVPA) were calculated. RESULTS Children attending Montessori Preschools accumulated more In-School light (7.7 vs. 6.5 minute/hour), MVPA (7.7 versus 6.5 minute/hour), and total PA (15.4 versus 13.0 minute/hour) than children attending traditional Preschools, after adjusting for sex, race/ethnicity, body mass index, parent education and neighborhood poverty index. For Non-School (8.5 versus 6.2 minute/hour) and All Day (8.5 versus 7.6 minute/hour), children in Montessori Preschools accumulated more MVPA than children in traditional Preschools. In-School PA was higher for children in private Montessori than public Montessori Preschools (8.1 versus 7.0 minute/hour; 8.1 versus 6.7 minute/hour; 16.1 versus 13.6 minute/hour, for light, MVPA, and total PA, respectively). CONCLUSIONS Children attending Montessori Preschools were more active than children attending traditional Preschools. Adopting the Montessori system may be an important strategy for promoting PA in children.
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policies and characteristics of the preschool environment and physical activity of young children
Pediatrics, 2009Co-Authors: Marsha Dowda, Karin A Pfeiffer, Kerry L Mciver, William H Brown, Cheryl L Addy, Jennifer R Oneill, Russell R. PateAbstract:The purpose of this study was to examine policies and characteristics of Preschools and the extent to which they influence the physical activity of 3- to 5-year-old children during the preschool day.
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directly observed physical activity levels in preschool children
Journal of School Health, 2008Co-Authors: Russell R. Pate, Marsha Dowda, Kerry L Mciver, William H Brown, Cheryl L AddyAbstract:Background: Millions of young children attend Preschools and other structured child development programs, but little is known about their physical activity levels while in those settings. The purpose of this study was to describe the physical activity levels and demographic and school-related correlates of physical activity in children attending Preschools, using a direct observation measurement system. Methods: The Observational System for Recording Physical Activity in Children-Preschool Version was used to measure physical activity levels and related factors in four hundred ninety-three 3- to 5-year-old children in 24 Preschools. A minimum of six hundred 30-second observation intervals were recorded for each child. Physical (height/weight) and demographic data also were collected. Results: Children engaged in moderate-to-vigorous physical activity (MVPA) during less than 3% of the observation intervals and were sedentary during more than 80% of the observation intervals. Boys were more likely than girls to engage in MVPA (p = .01), and 3-year-old boys were more active than 4- and 5-year-old boys (p = .01). The preschool that a child attended explained 27% of the variance in activity levels. Conclusions: The study indicates that young children are physically inactive during most of their time in preschool. The preschool that a child attended was a stronger predictor of physical activity level than any other factor examined. Additional research is needed to identify the characteristics of Preschools in which children are more active.
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calibration and evaluation of an objective measure of physical activity in preschool children
Journal of Physical Activity and Health, 2005Co-Authors: John R Sirard, Stewart G Trost, Marsha Dowda, Karin A Pfeiffer, Russell R. PateAbstract:Background The purposes of this study were 1) to establish accelerometer count cutoffs to categorize activity intensity of 3 to 5-y old-children and 2) to evaluate the accelerometer as a measure of children’s physical activity in preschool settings. Methods While wearing an ActiGraph accelerometer, 16 preschool children performed five, 3-min structured activities. Receiver Operating Characteristic (ROC) curve analyses identified count cutoffs for four physical activity intensities. In 9 Preschools, 281 children wore an ActiGraph during observations performed by three trained observers (interobserver reli-ability = 0.91 to 0.98). Results Separate count cutoffs for 3, 4, and 5-y olds were established. Sensitivity and specificity for the count cutoffs ranged from 86.7% to 100.0% and 66.7% to 100.0%, respectively. ActiGraph counts/15 s were different among all activities (P < 0.05) except the two sitting activities. Correlations between observed and ActiGraph intensity categorizations at the Preschools ranged from 0.46 to 0.70 (P < 0.001). Conclusions The ActiGraph count cutoffs established and validated in this study can be used to objectively categorize the time that preschool-age children spend in different physical activity intensity levels.
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physical activity among children attending Preschools
Pediatrics, 2004Co-Authors: Russell R. Pate, Stewart G Trost, Karin A Pfeiffer, Paula Ziegler, Marsha DowdaAbstract:Objectives. Obesity rates are increasing among children of all ages, and reduced physical activity is a likely contributor to this trend. Little is known about the physical activity behavior of preschool-aged children or about the influence of preschool attendance on physical activity. The purpose of this study was to describe the physical activity levels of children while they attend Preschools, to identify the demographic factors that might be associated with physical activity among those children, and to determine the extent to which children9s physical activity varies among Preschools. Methods. A total of 281 children from 9 Preschools wore an Actigraph (Fort Walton Beach, FL) accelerometer for an average of 4.4 hours per day for an average of 6.6 days. Each child9s height and weight were measured, and parents of participating children provided demographic and education data. Results. The preschool that a child attended was a significant predictor of vigorous physical activity (VPA) and moderate-to-vigorous physical activity (MVPA). Boys participated in significantly more MVPA and VPA than did girls, and black children participated in more VPA than did white children. Age was not a significant predictor of MVPA or VPA. Conclusions. Children9s physical activity levels were highly variable among Preschools, which suggests that preschool policies and practices have an important influence on the overall activity levels of the children the Preschools serve.
