How Teacher Verbal Prompting and Demonstrated Modeling Correlate to Preschooler’s Physical Activity Levels

Background: Teacher-led strategies targeting verbal prompting and demonstrated modeling can increase preschoolers’ physical activity levels; however, it is unknown which strategy promotes higher levels. The purpose of this study was to explore whether teacher verbal prompting or demonstrated modeling elicits higher levels of physical activity among preschoolers. Methods: Participants included 117 (56 females and 61 males; mean = 3.77 y) preschoolers who were observed for 3 days during regular preschool instructions. The System for Observing Student Movement in Academic Routines and Transitions observation system assessed verbal prompting and demonstrated modeling of the teachers, and preschoolers wore an ActiGraph accelerometer to measure physical activity. Results: The multivariate analysis of variance results showed a significant difference for verbal prompting (P < .001), demonstrated modeling (P = .032), light physical activity (P < .001), and moderate to vigorous physical activity (MVPA; P < .001) between segments of the preschool day. A stepwise linear regression showed that preschooler’s MVPA (P = .005) and light physical activity and MVPA (P = .036) were significantly related to demonstrated modeling, but not verbal prompting. During indoor time, light physical activity and MVPA were highest during large group, work time, and morning group, where teacher demonstrated modeling occurred the most. Conclusions: Teacher demonstrated modeling had a significant relationship to preschoolers’ MVPA and light physical activity levels, while teacher verbal prompting did not.