Feasibility and effectiveness of two built environmental interventions on physical activity among 3-5-year-old preschoolers.

There was no control school, so the decline in activity cannot be attributed to the interventions rather than to other changes over time. The power analysis indicated 44 preschool participants in each group were needed, but complete accelerometer data were available for 32 children in Arm I and 24 children in Arm II. School staff had to put accelerometers on and remove them from children, and some classes had days when no child wore a device. Staff, parents, and children knew activity was being measured, and no blinding was used, so awareness may have changed behavior. Activity was measured only during school hours, not after school or on weekends, so the results do not describe total daily activity. The educational component was evaluated only for ease of use and perceived usefulness, not for effect on physical activity. The centers were Mississippi Head Start programs that participated in an active learning campaign to promote moderate and vigorous physical activity, so results may not apply to other settings.

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Do not conclude that the added play equipment or education caused physical activity to decline. The study had no control school, children were compared with themselves over time, and school staff knew activity was being measured.