Assessing preschool children's physical activity: the Observational System for Recording Physical Activity in children-preschool version.
Assessing preschool children's physical activity: the Observational System for Recording Physical Activity in children-preschool version.
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评估学龄前儿童的身体活动：儿童学前版本的身体活动记录观察系统。
DOI：
10.1080/02701367.2006.10599351
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发表时间：
2006
影响因子：
2.2
通讯作者：
Pate,RussellR
中科院分区：
文献类型：
--
作者：
Brown,WilliamH;Pfeiffer,KarinA;Mclver,KerryL;Dowda,Marsha;Almeida,MJoaoCA;Pate,RussellR
在本文中，我们提供了有关新的直接观察系统的初步信息——记录儿童体力活动的观察系统-学前版。该系统将使研究人员能够记录幼儿的身体活动水平，同时对他们的身体活动的地形进行编码，以及详细的室内和室外社交和非社交背景信息。就观察者间一致性 (IOA) 而言，三个说明性幼儿园获得的 kappa 和逐类别一致性均值普遍高于 0.80。因此，我们的 IOA 数据表明，三个幼儿园中训练有素的观察员经常就八个观察类别和随附代码达成一致。学龄前儿童体力活动水平的结果表明，他们的大部分观察时间间隔都在久坐活动中（即超过 80% 的时间间隔），而观察到的中度至剧烈体力活动的频率要低得多（即 5% 或更少的时间间隔）。对于 15 个室内和 12 个室外活动环境，活动环境和三所幼儿园之间的差异很明显。尽管如此，三种课堂环境——过渡、零食和午睡时间——在孩子们的编码活动环境中所占的比例最大。在这三所幼儿园中，17 种身体活动类型中的 4 种（坐、蹲、躺、站立和行走）占了儿童大部分身体活动行为的地形。对更具代表性的学前样本进行系统观察可能会更好地帮助我们了解目前社区学前项目中幼儿的身体活动。
In this paper we present initial information concerning a new direct observation system — the Observational System for Recording Physical Activity in Children-Preschool Version. The system will allow researchers to record young children's physical activity levels while also coding the topography of their physical activity, as well as detailed indoor and outdoor social and nonsocial contextual information. With respect to interobserver agreement (IOA), the kappa and category-by-category agreement mean of those obtained for the three illustrative preschools were generally above .80. Hence, our IOA data indicated that trained observers in the three preschools frequently agreed on the eight observational categories and accompanying codes. The results for preschoolers' level of physical activity indicated they spent the majority of observational intervals in sedentary activity (i.e., more than 80% intervals) and were observed in moderate to vigorous physical activity much less frequently (i.e., 5% or fewer intervals). For the 15 indoor and 12 outdoor activity contexts, variability across both the activity contexts and the three preschools were evident. Nevertheless, three classroom contexts—transition, snacks, and naptime—accounted for the greatest porportion of coded activity contexts for the children. In the three preschools, 4 of 17 physical activity types—sit and squat, lie down, stand, and walk—accounted for the topography of much of children's physical activity behavior. Systematic observation of more representative preschool samples might better inform our present understanding of young children's physical activity in community preschool programs.