Critical narrative review to identify educational strategies promoting physical activity in preschool.

The aim of this narrative review is critically to evaluate educational strategies promoting physical activity that are used in the preschool setting in the context of obesity prevention programmes. Literature search was conducted between April and August 2010 in English and German databases (PubMED, PsychINFO, PSYNDEX, ERIC, FIS Bildung). Outcomes considered were time and intensity of physical activity, motor skills or measures of body composition. A total of 19 studies were included. Ten studies added physical activity lessons into their curriculum, one study provided more time for free play, eight studies focused on the social and play environment. Studies reporting positive outcomes implemented physical activity sessions that lasted at least 30 min d(-1). Several studies showed that children are most active in the first 10-15 min. The existence or installation of playground markings or fixed play equipment had no effect, whereas the presence or addition of portable play equipment was positively correlated with moderate-to-vigorous physical activity. Teacher training may be a key element for successful interventions. To overcome time constraints, a suggested solution is to integrate physical activity into daily routines and other areas of the preschool curriculum.

Physical performance in relation to age, sex, social class and sports activities in kindergarten and elementary school.

Physical performance of preschool children and elementary school pupils (N = 2309, age: 61 to 108 mo.) was related to characteristics of physical growth and cognitive performance and to ecological variables. Correlations between measures of physical growth and physical performance and between physical and cognitive performance were positive and significant. Measurements of physical fitness and body coordination increased across ages. Significant differences were found between boys and girls; however, boys exceeded on some items, girls on others. Children of higher socioeconomic status performed better than children of lower status and children who participated in sports outside school outperformed those who did not.

Circadian rhythm and performance during a 24-hour relay race.

The performance of two participating teams (ns = 18) in a 24-hr. relay race was analysed. The performance of both teams showed a clear decline during the course of the competition; however, the expected circadian variation of performance could only be found for one team. This finding may be attributable to the different levels of fitness of the two teams. Considerable interindividual differences were found with regards to the course of performance.

Laterality and force of handgrip during the first two years at school.

The connection between lateral dominance and force of handgrip was investigated by means of a repeated-measures design. 521 children participated. Performance on a paper-and-pencil task and force of handgrip were measured at the beginning of the first year at school and at the end of the first and of the second years at school. On the paper-and-pencil task 84% of the children were classified as right-handers, 8% as left-handers, and 8% as ambidexterous. About 2% of children classified as right-handers at the beginning of the first year at school were classified as left-handers at the end of the second year at school while 18% of left-handers shifted to right-handedness. 52% of children attained their best performance on handgrip with the right hand and 39% with the left hand. No differences could be found either for the right or for the left hand in force of handgrip between right- and left-handed and ambidexterous children. For right-handers, however, the more skilled hand showed superior performance in force of handgrip. These results indicate that left-handers are less strongly handed than right-handers.

On the association of effort and force of handgrip.

The connection between prescribed levels of effort and force of handgrip was investigated using a ratio-production procedure. Subjects were 24 male right-handed students. The relation can be described as a linear function for both the right and the left hands.