The Impact of Physical Activity in Early Childhood Classrooms
Julie Bell aims to improve the well-being of children through physical activity opportunities
in early childhood education. As a doctoral student in the University of Northern Colorado’s Sport and Exercise Science Ph.D. — Physical Education
and Physical Activity Leadership Concentration, she approaches the subject of movement in 3-to-5-year-olds from the perspectives
of a former classroom teacher, physical education teacher and mother of two young
children.
“Creating a foundation of healthy practices in young children puts them on a path
for success physically, mentally, socially and even academically,” Bell said.
Julie Bell
Her investigation focuses on how physical activity impacts preschool children’s on-task
behavior, engagement and focus and how early childhood teacher education programs
prepare future preschool teachers to integrate movement in their classrooms. In her
role as a graduate teaching assistant in UNC’s Department of Kinesiology, Nutrition and Dietetics, she’s involved with the UNC Active Schools Institute, which conducts interdisciplinary research and community-engaged scholarship to promote
in-school physical activity.
Prior to joining the doctoral program, Bell taught at international schools for 13
years in Myanmar, Venezuela and China. While abroad, she earned a Master of Arts in Teaching Physical Education and Physical Activity Leadership at UNC. The hybrid program — online with two weeks on campus in the summers — allowed
her to make strong connections with Jennifer Krause and Brian Dauenhauer, professors in the College of Natural and Health Sciences’ Department of Kinesiology, Nutrition and Dietetics.
Bell’s desire to be in an environment surrounded by professionals who share her passion
and are at the forefront of the field in school-based physical activity promotion
led her back to UNC for her doctoral program.
While most K-12 schools offer physical education classes, preschool students seldom
get the opportunity. However this year for the first time, national physical education
standards include pre-K, highlighting the importance of movement for this age group.
To help promote physical activity in early childhood, Bell delivered a presentation
on this topic to physical education and health teachers at the Society of Health and
Physical Educators (SHAPE) convention in Aurora, Colorado, in October.
“The focus of the session was to discuss the new standards, age-appropriate physical
education activities for preschool students and strategies to share with classroom
teachers on integrating movement in the classroom. The research I am conducting helps
validate the practices I shared with these teachers,” she said.
Bell has employed many of these practices in her previous roles. For example, in Shanghai,
after Bell transitioned from classroom teacher to physical education, she collaborated
with a kindergarten teacher to reinforce lessons on natural disasters by creating
stations in a gymnastics room to mimic tornadoes, earthquakes and other events. This
approach to kinesthetic learning can enrich students’ understanding of academic content.
At the halfway point in her doctoral program, Bell feels confident she’s on the right
path. In an early discussion with Krause, who is her doctoral advisor, she reflected
on her passion for early childhood and physical activity to help determine the best
line of research.
“Her questions helped me consider the many areas I felt passionate about and narrow
down my focus. I appreciated that her guidance and support led me toward my own path,”
Bell said.
Bell and Krause continue to meet weekly.
“Physical activity in early childhood is an area that has been understudied. Julie’s
work has the potential to impact the field and improve not just health outcomes by
providing more physical activity for children, but other behaviors like self-regulation,
attention, time on task and possibly even academic achievement,” Krause said.
She said Bell is obtaining many skills through the program, such as data collection
strategies, systematic review, research and professional development.
“Julie has done an excellent job teaching a class on health and physical education
for elementary teachers, which is required for elementary education majors,” Krause
said. “While her primary interest is early childhood, she is gaining a wealth of knowledge
in different areas. I’m excited for where she goes after this. She’s going to do great
things.”
While the doctoral program prepares graduates to go into physical education teacher
education and physical activity leadership roles, Bell is considering other options
as well.
“I still feel passionate about teaching overseas, and I’m interested in working directly
with schools to take that advocacy piece to the next level,” Bell said.
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