Short-term Efficacy Of Adding A Classroom Loft On Preschoolers’ Physical Activity

Physical activity is important for children’s health and development, yet less than half of 3-5-year-old children meet current recommendations of 180 minutes per day of total (light-to-vigorous) physical activity. Cross-sectional research indicates lofts (raised structures) are physically active settings within childcare classrooms, but the effect of adding a loft on children’s behavior has not been examined. PURPOSE: The purpose of the current study was to assess the preliminary efficacy of adding a loft to the classroom environment on indoor free-play physical activity during childcare. METHODS: Participants were children (n = 19; 3-5 years of age) from one on-campus senior preschool classroom. A triaxial accelerometer was worn at the right hip during childcare hours for one week one month before and after loft installation (December 2023 and February 2024). Data from one free-play period per day were extracted (1.8 ± 0.9 hours per day). Euclidean norm minus one (ENMO) per 5-sec was calculated and cut-points were used to estimate the percentage of indoor free-play time spent in total physical activity. A mixed effects model compared total physical activity by time point (fixed effect) with child as a random effect (p < 0.05 considered significant). Pearson’s r correlation coefficients, and Cohen’s d effect sizes were calculated. RESULTS: Total physical activity was not significantly different at follow-up (39.4 ± 18.3%) compared to baseline (42.5 ± 21.3%; p = 0.38; d = 0.17). Lower baseline physical activity was associated with more positive changes from baseline to follow-up (r = -0.59). CONCLUSION: In this preliminary analysis, an intervention modifying the physical classroom environment had no effect on total physical activity. Research staff observed that during follow-up, the teachers had temporarily modified the loft by making it a “doctor’s office” with sleeping cots which may have reduced physical activity opportunities. Other uses of the loft may afford different physical activity levels, as teachers have anecdotally reported using the loft in other ways (e.g., as a castle). Future analysis will include comparison to a control group, qualitative interviews with teachers, and direct observation of children’s play type, and social interactions. Additional follow-up data will be collected in May 2024. Utah State University Seed Program to Advance Research Collaborations