Skip to main content

The Effect of a Teacher-Guided and -Led Indoor Preschool Physical Activity Intervention: A Feasibility Study


Preschoolers are not meeting physical activity recommendations and are spending an extensive amount of their day sedentary. Interventions targeting teacher-led strategies can benefit children’s physical activity levels the most. The purpose of this feasibility study was to examine the effects of an indoor teacher-guided and -led preschool physical activity intervention in low-income schools. Sixty-six preschoolers and twelve preschool teachers participated in this study. Intact classrooms were randomly assigned to either an intervention or control group. A 2 × 3 mixed ANOVA was used to test changes by group and time. Follow-up measurements included Post-hoc analysis. There was a significant group by time interaction in children’s moderate-to-vigorous physical activity (MVPA) levels during indoor time (p = 0.036) and a significant effect on time in children’s MVPA levels during outdoor time (p = 0.002). Teacher’s identified that when planned, physical activity opportunities are easy to implement during indoor time. Moreover, teachers indicated that they enjoyed providing physical activity opportunities into the classroom setting and the children enjoyed participating in the activities implemented. Teachers identified implementation barriers could be correlated with decreased levels of children’s physical activity. Our findings show that a teacher-guided and -led indoor preschool physical activity intervention is a feasible approach that can acutely increase children’s MVPA levels.

This is a preview of subscription content, access via your institution.

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Data Availability

The datasets and coding generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.


Download references


The authors would like to acknowledge the teachers, participants, and parents for their contribution and their time devoted to the study. This study was developed without external funding support. All contributing authors declare no conflicts of interest.


No funding was received for conducting this study.

Author information

Authors and Affiliations


Corresponding author

Correspondence to Alexandra V. Carroll.

Ethics declarations

Conflict of interest

My coauthors and I declare that we do not have any conflicts of interest/competing interests to disclose.

Ethical Approval

American Psychological Associations ethical principles were followed in the conduct of the study, and we received approval from the University’s institutional review board.

Informed Consent

Informed consent was obtained from all individual participants included in the study. Legal guardians and participants signed informed consent regarding publishing their data.

Consent for Publication

All authors have been personally and actively involved in the preparation of this research for publication. All authors read and approved the final manuscript.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Carroll, A.V., Spring, K.E. & Wadsworth, D.D. The Effect of a Teacher-Guided and -Led Indoor Preschool Physical Activity Intervention: A Feasibility Study. Early Childhood Educ J 50, 1475–1483 (2022).

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI:


  • Childcare
  • Pre-k
  • Movement
  • Implementation