CATs to Kiddie CATS: Transforming an Elementary Physical Activity Curriculum for Preschoolers

ABSTRACT

Background

As more schools begin to include preschool classrooms, teachers and administrators may need physical activity (PA) curricula that are inclusive, specially designed for young children, and linked to PA curricula used with elementary students. Purpose: The purpose of this study was to pilot an elementary PA curriculum (i.e., Children and Teachers [CATs] on the Move) with preschoolers to identify curricular adaptations to design a PA curriculum for preschoolers that is feasible for, and acceptable to, inclusive early childhood teachers. Methods: Focus groups were held with early childhood teachers and PA program leaders after the curriculum was used with preschoolers with and without disabilities across 13 weeks. Results: Teachers and program leaders identified changes to the program’s structure, rules, activities, and the creation of enhancements to promote children’s participation in the curriculum (e.g., visual supports). Discussion: Several fundamental changes were necessary for the CATs program to be feasible in early childhood classrooms. Teacher and program leader feedback led to a new curriculum (i.e., Kiddie CATs on the Move). Translation to Health Education Practice: It is crucial to choose an appropriate and inclusive PA curriculum specifically created for young children.

Acknowledgments

This work was supported in part by monies provided through the State of Vermont Department of Health. Funding for this study was also provided by Child and Adolescent Psychology Training and Research, Inc. Although this work product was funded in whole or in part with monies provided by or through the State of Vermont, the State does not necessarily endorse the researchers’ findings and/or conclusions. The findings and/or conclusions may be inconsistent with the State’s policies, programs, and objectives. A special thank you to the early childhood teachers, preschoolers, and university students who participated in this study. The creation of Kiddie CATs would not be possible without you.

Disclosure statement

No potential conflict of interest was reported by the authors.

Human Subjects Approval Statement

The University of Vermont Institutional Review Board approved this study.

Additional information

Funding

This work was supported by the State of Vermont Department of Health [VCHIP grant]; Child and Adolescent Psychology Training and Research, Inc. [CAPTR Grant].