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Physical Activity Promotion in Greek Preschools: The Gap Between Theory and Practice

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Abstract

Recent research evidence has revealed that Greek preschoolers’ physical activity (PA) levels are not satisfactory. Taking into account the amount of time spent daily in preschool settings as well as the finding that preschool appears to be a significant predictor of children’s PA, the aim of the present study is to provide an overview of the role of Greek preschool settings in children’s PA promotion. For that purpose, data regarding PA in Greek preschools are presented and the possible relevance of school characteristics to PA enhancement, namely the curriculum, school facilities and equipment, are critically discussed. Emphasis is also given to the need for the inclusion of developmentally appropriate physical education in the daily school schedule. Last but not least, the importance, of training not only the physical educators but also preschool teachers in promoting their students' PA is underscored.

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Authors and Affiliations

  1. Faculty of Physical Education and Sport Science, National and Kapodistrian University of Athens, Ethnikis Antistasis 41, 17237, Dafni, Greece

    Fotini Venetsanou

  2. School of Physical Education and Sport Science, Democritus University of Thrace, University Campus, 69100, Komotini, Greece

    Antonis Kambas

  3. Active Children Active Schools-Research Group, Komotini, Greece

    Fotini Venetsanou & Antonis Kambas

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  1. Fotini Venetsanou
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  2. Antonis Kambas
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Correspondence to Fotini Venetsanou.

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Venetsanou, F., Kambas, A. Physical Activity Promotion in Greek Preschools: The Gap Between Theory and Practice. Early Childhood Educ J 45, 437–444 (2017). https://doi.org/10.1007/s10643-016-0788-8

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