Background: Limited evidence exists regarding the longitudinal development of physical activity during early to mid childhood. The aim of this study was to determine physical activity and sedentary time trajectories in children aged 3‒9 years from Western Norway. Methods: A sample of 294 children (51% boys; aged 3‒5 years at baseline) from the Sogn og Fjordane Preschool Physical Activity Study was followed annually over 5 years (2015‒2019). Physical activity was measured every autumn during this period using hip-based accelerometry (ActiGraph GT3X+). Data was processed as counts. We used linear mixed models to analyse the data. Primary analyses included trajectories for total and intensity-specific physical activity (light, moderate, vigorous, and moderate to vigorous intensity) and sedentary time for boys and girls using 1-s epoch. Secondary analyses included trajectories for weekdays versus weekend days, preschool/school hours versus after school hours, and 1- versus 60-s epoch
By pooling studies from eight cohorts across the United States, a group of researchers accelerated the collection of essential data to answer questions about th
In this systematic review, we present a comprehensive overview of the temporal person environment (PE) fit literature. To this end, we organize and integrate extant temporal fit research and discuss research trends and developments in the temporal domain. Our analysis reveals that temporal conceptualizations of fit vary in terms of change process (transitional, developmental, transformational), level of aggregation (situational vs. baseline level), and temporal frame (clock time vs. psychological time), all of which divide the temporal fit literature in significant ways. Furthermore, our analysis shows that progress in the temporal fit domain has been confined by five major obstacles: An emphasis on selection and socialization processes, a narrow focus on the between-person level of analysis, preoccupation with linear change, a strong interest in normal causation questions, and a lack of attention to misfit. We conclude with a discussion of the research challenges that lie ahead and pr
Despite a tendency to study executive function (EF) and self-regulation (SR) separately, parallel lines of research suggest considerable overlap between the two abilities. Specifically, both show similar developmental trajectories (i.e., develop rapidly in the early years), predict a broad range of overlapping outcomes across the lifespan (e.g., academic success, mental and physical health, and social competence), and have overlapping neural substrates (e.g., prefrontal cortex). While theoretical frameworks diverge in how they reconcile EF and SR – ranging from treating the two as functionally synonymous, to viewing them as related yet distinct abilities – there is no consensus and limited empirical evidence on the nature of their relationship and how this extends developmentally. The current study examined bi-directional longitudinal associations between early EF and SR, and their longitudinal associations with subsequent early academic skills, in a sample of 199 3- to 5-year-old