A Comparison of Preschool-Aged Children’s PA on Schooldays vs. Weekend Days Using Technological Devices: A Systematic Review

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Бібліографічні деталі
Опубліковано в::Applied Sciences vol. 15, no. 15 (2025), p. 8302-8328
Автор: Rico-González Markel
Інші автори: Moreno-Villanueva, Adrián, Martínez-Bello, Vladimir, Martín-Moya, Ricardo
Опубліковано:
MDPI AG
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024 7 |a 10.3390/app15158302  |2 doi 
035 |a 3239020068 
045 2 |b d20250101  |b d20251231 
084 |a 231338  |2 nlm 
100 1 |a Rico-González Markel  |u Department of Didactics of Musical, Plastic and Corporal Expression, University of the Basque Country, UPV-EHU, 48940 Leioa, Spain; markel.rico@ehu.eus 
245 1 |a A Comparison of Preschool-Aged Children’s PA on Schooldays vs. Weekend Days Using Technological Devices: A Systematic Review 
260 |b MDPI AG  |c 2025 
513 |a Review 
520 3 |a Background: Considering the critical role of physical activity (PA) beginning in early childhood education and the demonstrated validity and reliability of contemporary technological measurement tools, this paper aimed to systematically review and analyze studies comparing PA levels in preschool-aged children during weekdays versus weekend days, using objective technological devices, and highlight what factors correlate with children’s PA. Methods: The search strategy was designed based on the PICOS framework. A systematic review was conducted using two databases (PubMed and Web of Science) to identify studies that included preschool children doing PA during weekdays, measured through technological devices, and compared to PA during weekend days. Study quality was evaluated using the MINORS scale. Results: From 1959 articles, 30 documents met the inclusion criteria, encompassing 32,251 preschool children. Conclusions: The results suggest that preschoolers were generally more active on weekdays than weekends, although it could depend more on contextual or individual factors than on the day of the week. In this sense, parental/maternal behavior (sedentary behavior, shared activities during weekend days, parents’ educational level, and parental/maternal screen time) influences children’s PA level, as well as other factors such as gender, morphology, motor competence level, the type of activity (indoor vs. outdoor), age, meeting PA guidelines, and the community transportation environment. Considering these factors, professionals working in preschools or kindergartens, as well as parents/mothers, should consider these factors to foster children’s PA level from early childhood, which could influence children’s lifespan. 
653 |a Microelectromechanical systems 
653 |a Preschool education 
653 |a Systematic review 
653 |a Childhood 
653 |a Physical education 
700 1 |a Moreno-Villanueva, Adrián  |u Department of Sports Sciences, University Isabel I of Castille, 09003 Burgos, Spain 
700 1 |a Martínez-Bello, Vladimir  |u Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Avda. dels Tarongers, 4, 46022 Valencia, Spain; vladimir.martinez@uv.es 
700 1 |a Martín-Moya, Ricardo  |u Department of Physical Education and Sports, Faculty of Education and Sport Sciences, Campus of Melilla, University of Granada, 52006 Melilla, Spain; rmartinm@ugr.es 
773 0 |t Applied Sciences  |g vol. 15, no. 15 (2025), p. 8302-8328 
786 0 |d ProQuest  |t Publicly Available Content Database 
856 4 1 |3 Citation/Abstract  |u https://www.proquest.com/docview/3239020068/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch 
856 4 0 |3 Full Text + Graphics  |u https://www.proquest.com/docview/3239020068/fulltextwithgraphics/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch 
856 4 0 |3 Full Text - PDF  |u https://www.proquest.com/docview/3239020068/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch