Conclusion Physical activity and sedentary time were highly varied and inconsistent between studies ; therefore , it is difficult to determine preschoolers ’ true amount of physical activity and sedentary time during childcare hours .
Despite this variability , preschoolers were noted to participate in high rates of sedentary time in this setting .
The lack of homogeneity is an important finding in and of itself as it highlights the lack of consistency in measuring , processing , and reporting paediatric physical activity data
Background Many preschoolers spend a substantial portion of their day enrolled in centre-based childcare ; the amounts of physical activity and sedentary time accumulated in this environment are critical to preschoolers ’ ability to meet movement guidelines .
The purpose of this systematic review was to provide a comprehensive overview of the objective ly assessed physical activity  and  sedentary time  of preschoolers in centre-based childcare ( registration no. CRD42016033502 ) .
Feasibility and Effects of Short Activity Breaks for Increasing Preschool-Age Children's Physical Activity Levels.
BACKGROUND We examined the effects of short bouts of structured physical activity ( SBS-PA ) implemented within the classroom setting as part of design ated gross-motor playtime on preschoolers PA . METHODS Preschools were r and omized to SBS-PA ( centers , N = 5 ; participants , N = 141 ) or unstructured free playtime ( UPA ) ( centers , N = 5 ; participants , N = 150 ) .  SBS-PA consisted of structured PA implemented in the classroom during the first 10 minutes of gross-motor playtime followed by 20 minutes of free playtime . UPA consisted of 30 minutes of unstructured free playtime . Teachers implemented both conditions for 5 days/week for 6 months . PA was assessed with accelerometers ( preschool-day ) and direct observation ( 30-minute sessions ) . Generalized linear mixed models were used to examine the impact of the intervention . RESULTS Regarding the 30-minute sessions , significant group main effects were observed for intervals spent at light ( p < .001 ) and moderate-to-vigorous PA ( MVPA , p < .001 ) . Regarding the preschool-day PA , significant group by visit interaction was observed for percent time spent in total preschool-day MVPA ( F ( 2 , 254 ) = 3.54 , p = .03 ) . Percent of time spent in MVPA significantly decreased in both groups at 3 months and at 6 months . CONCLUSION SBS-PA can be implemented in classroom setting s ; however , further research is needed to examine its impact on preschoolers PA levels
Conclusion Physical activity and sedentary time were highly varied and inconsistent between studies ; therefore , it is difficult to determine preschoolers ’ true amount of physical activity and sedentary time during childcare hours .
Despite this variability , preschoolers were noted to participate in high rates of sedentary time in this setting .
The lack of homogeneity is an important finding in and of itself as it highlights the lack of consistency in measuring , processing , and reporting paediatric physical activity data
Background Many preschoolers spend a substantial portion of their day enrolled in centre-based childcare ; the amounts of physical activity and sedentary time accumulated in this environment are critical to preschoolers ’ ability to meet movement guidelines .
The purpose of this systematic review was to provide a comprehensive overview of the objective ly assessed physical activity  and  sedentary time  of preschoolers in centre-based childcare ( registration no. CRD42016033502 ) .