Classroom Location, Activity Type, and Physical Activity During Preschool Children's Indoor Free-Play

Preschool children spend most of their day in the indoor classroom, but it is unknown which learning centers or activity types are associated with physical activity (PA) or if children even use learning centers for their intended purpose (e.g., block play in the block center). The present study aimed to describe activity types in which children participate within classroom locations and to compare location- versus activity type-based approaches to characterizing children's classroom PA. Preschoolers' (N = 50) classroom location and activity type were video-coded and matched with PA level (measured as accelerometer vector magnitude in counts/s) for one indoor free-play period. Multiple activities occurred within each location (median = 6.5), with the predominant activity type accounting for 40.7 (sociodramatic play in group location) to 88.4 (manipulative play in sensory location) percent of time in that location. Children spent the most time in the group location (17.9%) and the sociodramatic activity type (19.9%). PA varied by location and activity type with the loft location (37.3 counts/s) and gross motor activity type (46.3 counts/s) promoting the highest PA levels. Activity types elicited varying PA levels depending on location (e.g., block activity in block vs. group location: 22.8 vs. 43.9 counts/s). Children do not always participate in the type of activity for which a space was designed but this can facilitate PA. Activity type- and location-based approaches to characterizing children’s play and PA are not interchangeable but these approaches may provide additive information about classroom behavior, which is a methodological consideration for future studies.