Differences In Toddlers' Physical Activity Level, Context, And Type Between Boys And Girls And School And Home

Evidence suggests that there are no differences in toddler physical activity (PA) between boys and girls. However, this comes from free-living studies using accelerometry, which does not always fully describe PA behavior. Toddler PA level, context, and type have not been well assessed and compared between boys and girls or between school and home. PURPOSE: To determine if there are differences in toddler PA level, context, and type between boys and girls and school and home. METHODS: Toddlers (12–36 months) were recruited from childcare centers and known contacts. At least 30 minutes of free-play were recorded for each toddler, and continuous direct observation was used. Activity level, context and type were coded using the rules stated in the Observational System for Recording Physical Activity–Preschool and Home (OSRAC-P/H). Data were averaged and percentage of time for each category was determined. Independent sample t-tests were conducted to determine differences in activity level between boys and girls in both settings (p < 0.05). RESULTS: Twenty-six toddlers (24 ± 7 months, 16 males) were recruited for the study. When assessing PA levels indoors, total sedentary time (86.7% v. 80.5%; p = 0.012) and time spent in light PA (11.2% v. 15.2%; p = 0.020) were significantly different between boys and girls respectively. A significant difference in moderate-to-vigorous PA outdoors between school and home was also seen (5.4% v. 11.3%; p = 0.037). When assessing context, the most observed outdoor home context for boys was fixed (16.8%), while girls was ball (25.4%). Indoors at home: the most observed context for boys and girls was sociodramatic (19.1-25.7%). Outdoors at school: boys were observed mostly in the wheel context (27.9%), while girls were in open space (43.4%). The most common school context indoor was snack. No differences in activity type were reported between boys and girls or home and school. CONCLUSION: When assessing toddler PA level context and type, differences are seen between boys and girls and between school and home. These differences highlight the importance of identifying not only PA level, but context and type to increase PA in this age group.