Pulan Bai

PLAYCE@Home - understanding the impact of COVID-19 on children’s physical activity, health & development

PLAYCE 2 School: Moving well for optimal child health and development

Preschool children’s physical activity in the home, childcare and neighbourhood environment: A latent profile analysis using device-based measures

Based on the socioecological conceptual model, the physical environment within the home, childcare and neighbourhood domains are key factors that influence preschool children's physical activity; however, the relative importance of each of these domains for preschool children's physical activity is unclear.

Neighborhood Places for Preschool Children's Physical Activity: A Mixed-Methods Study Using Global Positioning System, Geographic Information Systems, and Accelerometry Data

This study adds to the current literature by using a novel device-based method to explore where preschool children are physically active outside of home and childcare settings. This study combined accelerometry with geospatial data to explore the influence of the environment on preschool children's physical activity by objectively identifying the locations where preschool children engage in moderate to vigorous physical activity (MVPA) within and outside of their neighborhood.

Where are preschoolers active in childcare centers? A hot-spot analysis using GIS, GPS and accelerometry data

This study investigated where preschool children were more or less active in outdoor play areas in Early Childhood Education and Care (ECEC) centers using a novel method of combined device-measured physical activity, spatial data and on-site audit data.

The relationship between physical activity, self-regulation and cognitive school readiness in preschool children

Limited research exists on the pathways through which physical activity influences cognitive development in the early years. This study examined the direct and indirect relationships between physical activity, self-regulation, and cognitive school readiness in preschool children.

Impact of covid-19 restrictions on western Australian children’s physical activity and screen time

Physical activity is essential for children’s healthy development, yet COVID-19 physical distancing restrictions such as school closures and staying at home, playground closures, and the cancelling of organised community sport have dramatically altered children’s opportunities to be physically active. This study describes changes in levels of physical activity and screen time from February 2020 (i.e., before COVID-19 restrictions were introduced in Western Australia) to May 2020 (i.e., when COVID-19 restrictions were in place). Parents of children aged 5 to 9 years from Western Australia were eligible to participate and recruited through convenience sampling.

The influence of the early childhood education and care environment on young children’s physical activity

The PLAYCE Study instruments provide reliable measures of early childhood education and care physical activity environments

The effect of upgrades to childcare outdoor spaces on preschoolers’ physical activity: Findings from a natural experiment

This natural experiment investigated the influence of early childhood education and care outdoor physical environment upgrade on preschoolers' physical activity

Nature play and fundamental movement skills training programs improve childcare educator supportive physical activity behavior

Both the Nature play and fundamental movement skills professional development programs were effective in improving educators’ self-efficacy to engage children