Feasibility and efficacy of a "move and learn" physical activity curriculum in preschool children

Stewart G. Trost, Bronwyn Fees, David Dzewaltowski

Research output: Contribution to journalArticlepeer-review

129 Scopus citations


Background: This study evaluated the effect of a "move and learn" curriculum on physical activity (PA) in 3- to 5-year-olds attending a half-day preschool program. Methods: Classrooms were randomized to receive an 8-week move and learn program or complete their usual curriculum. In intervention classes, opportunities for PA were integrated into all aspects of the preschool curriculum, including math, science, language arts, and nutrition education. Changes in PA were measured objectively using accelerometry and direct observation. Results: At the completion, of the 8-week intervention, children completing the move and learn curriculum exhibited significantly higher levels of classroom moderate-to-vigorous physical activity (MVPA) than children completing their usual curriculum. Significant differences were also noted for classroom VPA over the final 2 weeks. Conclusion: The results suggest that integrating movement experiences into an existing early childhood curriculum is feasible and a potentially effective strategy for promoting PA in preschool children.

Original languageEnglish (US)
Pages (from-to)88-103
Number of pages16
JournalJournal of Physical Activity and Health
Issue number1
StatePublished - Jan 2008
Externally publishedYes


  • Early childhood
  • Exercise
  • Intervention
  • Movement
  • Obesity

ASJC Scopus subject areas

  • General Medicine


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