Journal Articles
The use of pedometry to evaluate the physical activity levels among preschool children in Hong Kong
- The use of pedometry to evaluate the physical activity levels among preschool children in Hong Kong
- Early Child Development and Care, 173(1), 97-107, 2003
- Routledge
- 2003
-
- Hong Kong
-
- 1997.7 onwards
-
- Pre-Primary Education
- The present study investigated physical activity trends among young children aged three, four, and five years old in Hong Kong preschools using pedometry. Subjects were eighty-six boys and sixty-two girls (n = 148). The Digi-walker sw-200 electronic pedometers were utilized to collect activity data during daily regular physical activities in three preschools. School A was located at the rural area whereas School B and C were in urban areas. An observation inventory, Children Activity Rating's Scale (CARS), was used to categorize the intensity level of the physical activities and to validate the pedometer counts. In line with overseas studies, significant age and gender differences in physical activity levels were also observed among the Hong Kong preschool children. A two (gender) × three (age groups) analysis of variance indicated that both main effects were statistically significant (p < 0.05). Older children in the school (School A) with a larger outdoor play space in a rural district were much more active than their counterparts in urban schools (Schools B and C) with limited indoor play space. The pedometer counts correlated significantly (p < 0.05) with the CARS scores, which suggested that pedometry can be a reliable tool to measure the intensity of physical activity level of preschool children. [Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/0300443022000022459]
- Special Issue on: "Early Childhood Education in Hong Kong."
-
- English
- Journal Articles
-
- 03004430
- https://bibliography.lib.eduhk.hk/bibs/2554440c
- 2010-09-27
Recent Journal Articles
Translanguaging for doing gender in English-medium classrooms in Hong Kong: Towards critical CLIL in plurilingual settingsJournal Articles
Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategiesJournal Articles
Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefsJournal Articles
Examining student, parent, and school factors predicting science achievement using a multilevel approach: The case of Hong Kong from the Program for International Student Assessment 2015Journal Articles
Learner identity and investment in EFL, EMI, and ESL contexts: A longitudinal case study of one pre-service teacherJournal Articles
Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, ChinaJournal Articles
Exploring predictors of STEM aspirations from a STEM capital perspectiveJournal Articles
English as a foreign language education in East-Asian early childhood education settings: A scoping reviewJournal Articles