The UK physical activity
guidelines for early years
and the benefits of
physical activity for this
age group
UK physical activity guidelines
• UK-wide (joint CMOs)
• Global evidence of the
health benefits
• Life course
• Includes sedentary
• Recommended amount
for general health
benefit
• Apply to all
Why the need for UK physical activity
guidelines for the early years?
• New evidence available
• Follow lead of other
major countries
• Previous children and
young people guidelines
not appropriate for
early years
UK physical activity guidelines: Early
years1
Guideline 1 (infants who cannot yet
walk unaided)
Physical activity should be encouraged
from birth, particularly through floorbased play and water-based activities in
safe environments.
Types of physical activity: Non-walkers1
Guideline 1
• Crawl, roll, play on floor
• ‘Tummy time’
• New movements using large muscle
groups
• Reaching for and grasping objects,
pulling, pushing and playing with other
people
• ‘Parent and baby’ swim sessions
UK physical activity guidelines: Early
years1
Guideline 2
Children of pre-school age who are
capable of walking unaided should be
physically active daily for at least 180
minutes (3 hours), spread throughout the
day.
Types of physical activity: Walkers1
Guideline 2
• Unstructured, physically active play
• Energetic play
• Develop motor skills (locomotor,
stability and object control)
• Active travel and everyday activities
UK physical activity guidelines: early
years1
Guideline 3
All under-fives should minimise the
amount of time spent being sedentary
(being restrained or sitting) for extended
periods (except time spent sleeping).
Sedentary behaviour1
• Sedentary behaviour refers to a group
of behaviours that occur whilst sitting
or lying down and that typically
require very low energy expenditure.
• Research is at an early stage and
consequences are not fully
understood.
• A risk factor for poor health
independent of physical activity.
Minimising sedentary behaviour1
Guideline 3
• Reducing time spent in highchairs,
infant carriers or buggies.
• Reducing time spent in front of the
TV or other screens.
• Replacing motorised travel with
active travel all or part of the way.
Active children… Active adults?
• Physical activity patterns established
in the early years persist at a
moderate level into the primary
school years
• Establishing a high level of physical
activity early on in life may have
implications for activity levels in
later childhood and beyond
Impact of physical activity on whole
child1
Health and wellbeing
• Improves cardiovascular health
• Promotes healthy weight
• Enhances bone and muscular
development
• Develops motor skills, movement and
co-ordination
• Improves cognitive development
• Supports learning of social skills
• Improves self-confidence
Impact of physical activity on the
whole child2-4
Health and wellbeing
• Essential component for energy balance
and weight control.
• Higher levels of inactivity are associated
with increased levels of obesity.
• Critical role in the brain development of
young children.
Impact of physical activity on the
whole child
Cognitive ‘thinking’
• Creativity and discovery
• Problem solving skills
• Good listening skills
• Enhanced memory skills
Impact of physical activity on the
whole child
Physical development
• Stamina
• Strength
• Mobility
• Motor skills
Impact of physical activity on the
whole child
Personal, social and emotional outcomes
• Fair play
• Co-operation
• Language and communication
• Confidence
• Optimism
• Resilience
• Sense of self belief
• Behavioural flexibility
Key messages: Early years1
Frequency: daily
Intensity: no specific intensity
Time: at least 3 hours
Type: physically active play
References
1. Department of Health. Start Active, Stay Active – A report on physical activity for
health from the four home countries’ Chief Medical Officers. London: Department of
Health; 2011.
2. Chaput J, Klingenberg L, Rosenkilde M, Gilbert J, Tremblay A, Sjodin A. Physical
activity plays an important role in body weight regulation. J Obes. 2011;2011(Article
ID 360257).
3. Monasta L, Batty GD, Cattaneo A, Lutje V, Ronfani L, van Lenthe FJ, et al. Early-life
determinants of overweight and obesity: A review of systematic reviews. Obes Rev.
2010;11(10):695-708.
4. OECD (2007). Understanding the brain: the birth of a learning science. OECD 2007.
ISBN 978-92-64-02912-5.
5. Rudolf M. Tackling obesity through the healthy child programme: a framework for
action. National Obesity Observatory; 2009.
6. Hinkley T, Crawford D, Salmon J, Okely AD, Hesketh K. Preschool Children and Physical
Activity: A Review of Correlates. Am J Prev Med 2008 May;34(5): 435-41.
7. De Craemer M, De Decker E, De Bourdeaudhuij I, Vereecken C, Deforche, B, Manois Y,
Cardon G, on behalf of the ToyBox-study group. Correlates of energy balance-related
behaviours in preschool children: a systematic review. Obesity reviews 2012;13 Suppl
1:13-28.
8. Okely AD, Salmon J, Trost SG, Hinkley T. Discussion paper for the development of
physical activity recommendations for children under five years. Canberra, ACT,
Australia; Australian Department of Health and Ageing, Government of Australia;
2008.
9. Ridgers ND, Fairclough SJ, Stratton G. Variables associated with children's physical
activity levels during recess: the A-CLASS project. Int J Behav Nutr Phys Act 2010,
7:74.
References
10. Health and Social Care Information Centre. Health Survey for England 2012.
Volume 1: Chapter 3 - Physical activity in children. Health and Social Care
Information Centre: Leeds; 2013.
11. Reilly JJ, Okely AD, Almond L et al. Making the Case for UK Physical Activity
Guidelines for Early Years: Recommendations and draft summary statements based
on the current evidence. Working paper. 2009.
12. The Health and Social Care Information Centre, Lifestyles Statistics. National Child
Measurement Programme: England, 2012/13 school year. Leeds: NHS Information
Centre; 2013.
13. Okely AD, Salmon J, Trost SG, Hinkley T. Discussion paper for the development of
physical activity recommendations for children under five years. Canberra:
Department of Health and Ageing, Government of Australia; 2008.
14. Timmons BW, Naylor P, Pfeiffer KA . Physical activity for preschool children: How
much and how? Applied Physiology, Nutrition, and Metabolism, 32, 122–134; 2007.
15. Department for Children, Schools and Families. Statutory Framework for the Early
Years foundation Stage - Setting the Standards for Learning, Development and
Care for children from birth to five. Nottingham: Department for Children, Schools
and Families; 2008.
16. Northern Ireland Council for Curriculum, Examinations and Assessment.
Understanding the Foundation Stage. Belfast: Early Years Interboard Group; 2006.
17. Wales Assembly Government. Framework for Children’s Learning for 3-7-year-olds
in Wales. Cardiff: Wales Assembly Government; 2008.
18. Allen G. Early Intervention: the Next Steps, An Independent Report to her
Majesty’s Government. London: HM Government; 2011.