Níveis, fatores e intervenções da atividade física em idade pré-escolar: uma revisão sistemática

Coelho, Vitor Antonio Cerignoni; Tolocka, Rute Estanislava

doi:10.1590/1413-812320202512.14332018

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FREE THEMES • Ciênc. Saúde Colet. 25 (12) • Dez 2020 • https://doi.org/10.1590/1413-812320202512.14332018 linkcopiar

Níveis, fatores e intervenções da atividade física em idade pré-escolar: uma revisão sistemática

Autoria SCIMAGO INSTITUTIONS RANKINGS

O objetivo deste estudo foi realizar uma revisão sistemática sobre níveis de atividade física (AF), formas de intervenção e fatores associados a essa prática em pré-escolares. Foram considerados os estudos publicados na última década, as bases de dados consultadas foram: PubMed e SPORTDiscus. As palavras chave identificaram 177 artigos, dos quais 41 preencheram os critérios de inclusão. Foram analisados os objetivos, as metodologias e os resultados de cada artigo selecionado. As pesquisas utilizaram diferentes frequências e tipos de intervenções em atividade física. Em geral, o problema do baixo nível de AF em pré-escolares tem aumentado. O envolvimento e a participação dos pais e professores, cartilhas de orientação, outras fontes de informação, instrução aos pais e professores e disponibilidade de atividades extracurriculares foram considerados como fatores positivos que provocam a elevação dos níveis de AF nas crianças, por outro lado, a obesidade dos pais foi um fator negativo. São necessários novos estudos para definir o comportamento sedentário de pré-escolares, esclarecer a natureza desse problema juntamente com o estabelecimento de programas de prevenção, baseados em metodologias ecológicas, direcionados as escolas, famílias e outros setores da sociedade.

Palavras-chave:
Revisão; Pré-escolar; Atividade Física; Estilo de vida sedentário

Authors	Method	Results
Vale et al. 2010¹⁰	Sample Cross-sectional: 245 Portuguese Age group: 3-6 years American Recommendation Instrument: Accelerometer Actigraph GTM1 Frequency: 120 min TPA and 60 min MVPA/day	Weekdays 25% and 6.5%, weekends 40% and 22.4% with low levels of TPA and MVPA. Sedentary behavior: 83%.
Barros et al. 2012¹³	Cross-sectional: 65 Brazilian Age group: 3-6 years American recommendation Instrument: Questionnaire to parents Frequency: at least 60 min MVPA	65% of children with low levels of MVPA.
Olesen et al. 2013¹¹	Sample Cross-sectional: 426 Danish Age group: 5-6 years Canadian Recommendation Instrument: Accelerometer Actigraph GT3X and GTM1, observation of the school environment	15% of boys and 12% girls realized MVPA.
Henderson et al. 2015¹⁵	Sample Cross-sectional: 395 American Age group: 3-5 years American recommendation Instrument: Accelerometer Actigraph GTM1, observation and recording of routine/environment Frequency: 60 min MVPA/day	14% (average of 9 minutes) of children meet the recommendations. Sedentary behavior: 50%.
Tandon et al. 2015¹⁶	Cross-sectional: 98 American Age group: 4-5 years American recommendation Instrument: Accelerometer Actigraph GT3X Frequency: at least 60 min MVPA	73% of sedentary activities. 13% of light PA and 14% of MVPA.
Botey et al. 2015¹²	Cross-sectional: 631 Canadian Age group: 2-4 years Canadian recommendation Instrument: Questionnaire to parents Frequency: 180 min TPA/day	62% did not meet the recommendations. 64% exceeded the time devoted to TV.
Barbosa et al. 2016¹⁴	Cross-sectional: 370 Brazilian Age group: 4-6 years Canadian recommendation Instrument: Accelerometer Actigraph GT3X and questionnaire the school environment Frequency: 180 min TPA/day	10% achieved the recommendations. Sedentary behavior: 90%.

Authors	Method	Results
Annesi et al. 2013²⁹	338 children Afro-American, 3-5 years, 2 months of intervention, 30 min/day of MVPA, accelerometer ActiGraph GT3X and control group.	Intervention group obtain an increase of 40 minutes per week of MVPA. Increased by the weekly program Star For life.
De Bock et al. 2013³¹	826 German parents and children 3-5 years, 1 year intervention control group, 2 times per week of PA, accelerometer (model not specified) and anthropometric measurements.	The program reduced sedentary behavior in 11 minutes/day. Involvement positive of parental in 15 projects to increase PA levels.
O’Dwyer et al. 2013³³	Intervention 60 min/day for 6 weeks: 240 English children between 3- 5 years. Accelerometer ActiGraph GT1M, questionnaire to parents control group. (British Recommendation).	The intervention doubled the MVPA levels compared to the control group from about 16% to 31%. The children who spend more time in schools showed lower levels of PA.
De Craemer et al. 2014³⁴	Toy-Box Intervention** of 2 months with 472 Belgian preschool children and 180min/day of PA. Control Group, accelerometer (model not specified).	There were not significant changes in the PA level of children. Only in upper-class boys there was a positive effect in MVPA.
Roth et al. 2015³²	Intervention of 6-month in 709 German children between 4-5 years. Control group, accelerometer (model not specified), motored test, and anthropometric questionnaire with parents. Instruction the PA offers to parents and teachers and 30 min/day of PA.	The intervention group was better the level of motor skills, increased about 1% in total time TPA.
Pate et al. 2016³⁰	Intervention 2 years: 379 American children of 4 years, control group. 35 min/day PA. Instructions the PA offer to teachers and accelerometer (model not specified).	The intervention group compared to the control obtained an increase from about 6% to 7% min/hour in MVPA.
Goldfield et al. 2016³⁵	Intervention of 6 months, 120 min/day of PA, (American Recommendation). 83 Canadian children between 3-5 years, the control group. Instructions the PA offer to teachers, accelerometer (model not specified) and body composition.	The intervention group showed an increase of about 22 minutes/day of PA, reducing the percentage of fat and fat mass.

Authors	Method	Results
Bürgi et al. 2010³⁷	Cross-sectional: 542 Swiss preschoolers of two culturally different. Instrument: accelerometer Actigraph GT1M, anthropometric measurements, motor skill and parental characteristics questionnaire.	The regions, maternal workload and parental education resulted in differences in PA, sedentary activities and agility.
Faria et al. 2010²⁸	Cross-sectional: 38 Brazilian preschool children. Instrument: structured form of daily preschool analysis to parents and ecological analysis of environment.	The rigid routine and time spent in queues, waiting or sitting prejudiced the PA levels. The supply of PA generated the development of proximal processes.
Loprinzi and Trost 2010⁴¹	Cross-sectional: 156 Australian parents and preschoolers. Instrument: IPAQ to parents and accelerometer Actigraph 7164.	Support and participation of parents about PA showed a positive correlation with increase PA levels of children.
Barros et al. 2012¹³	Cross-sectional: 265 Brazilian preschoolers. Instrument: validated questionnaire and adapted to Brazil to parents.	Absence of space in home, go to school full or vespertine period and higher education of parental showed correlated low levels of PA.
O’Dwyer et al. 2012⁴²	Cross-sectional: 77 English families of preschool children. Intervention: 5 sessions for 10 weeks approximately 70 min. Instrument: Questionnaire Pre-PAQ to parents, accelerometer Actigraph GT1M, control group, guidance to family.	The intervention group reduced sedentary behaviors and higher PA levels. Guidance and information to parents collaborated with healthy habits of their children.
Androutsos et al. 2014⁴⁴	Analyze capacitation Program of the Toy Box-Study Training* with 3 teachers of Greeks preschool children.	Training guided the construction of the training material Toy-Box study and generated efficacy, motivation and loyalty to the intervention program.
Olesen et al. 2014³⁹	Sample Cross-sectional: 627 Danish children of 5-6 years. Instrument: Anthropometric measures, Motor Scale, Accelerometer Actigraph GT1M and GT3X and semi qualitative questionnaire parents.	There was no difference of gender in relation to PA levels. The children were more active on weekdays in school.
Vale et al. 2014⁴⁰	Cross-sectional: 509 Portuguese children between 3-5 years. Instrument: parental education questionnaire and accelerometer Actigraph GT1M.	Negative correlation between parental education and PA level.
Remmers et al. 2014⁴³	Two-year follow-up: 2,007 parents of Dutch preschool children with 5 years. Instrument: structured form of daily preschool analysis to parents.	The habits and the presence of parents positively influenced the increase in the duration of external games by children.
Henderson et al. 2015¹⁵	Sample Cross-sectional: 395 American children between 3-5 years. Accelerometer Actigraph GT1M, routine observation and environmental characteristics.	14% of the time dedicated to PA. 3 factors raised PA: outdoor games, games adapted the covered space and encouragement of teachers.
Tandon et al. 2015¹⁶	Cross-sectional: 98 American children with a mean age of 4.5 years. Accelerometer Actigraph GT3X and observation.	<Sedentary time and> PA levels when in outdoor activities without teacher guidance.
Dawson-Hahn et al. 2015³⁸	Cross-sectional: 96 Latino-American children between 3 and 5 years. Questionnaire and accelerometer.	Parental education had a positive correlation with PA. And TV viewing was inversely associated with PA.
Barbosa et al. 2016¹⁴	Cross-sectional: 370 Brazilian preschool children 4-6 years. Instrument: structured form of daily preschool analysis to school director and accelerometer Actigraph GT3X	10% of the time dedicated to PA. The recreation room, the park and the recreational time had a positive correlation with PA.
Howie et al. 2016⁴⁵	Case Study: 2 teachers offered a training program during 3 years to increase the PA level of 8 American preschools	Increase in the time in observation minutes of PA opportunities offered by teachers.

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[TFN1] PA = Physical Activity; TPA Total Physical Activity; MVPA = Moderate and Vigorous Physical Activity. *Review articles and international recommendations were not included in the table.