Head of the Laboratory
Assoc. Prof. Ivana Nikolić, PhD
Department of Kinesiology Education
Associates at the Faculty of Teacher Education
- Prof. Marko Badrić, PhD – Department of Kinesiology Education
- Assoc. Prof. Marijana Hraski, PhD – Department of Kinesiology Education
- Assoc. Prof. Snježana Mraković, PhD – Department of Kinesiology Education
Rationale for Establishing the Laboratory Project
Physical activity during the preschool period plays a crucial role in children’s healthy growth and development and in establishing lifelong healthy habits. Particular emphasis is placed on achieving moderate-to-vigorous physical activity (MVPA), which, according to the guidelines of the World Health Organization (WHO, 2019) and other relevant international bodies (Tremblay et al., 2017; Australian Government Department of Health, 2018; CDC, 2023; SHAPE America, 2020), represents a key factor in children’s healthy development.
However, systematic data on whether recommended levels of physical activity are achieved in early childhood education and care settings in Croatia are currently lacking. The National Curriculum (MZO, 2014) addresses physical activity only in a general context, without providing precise guidelines, pointing to a discrepancy between kinesiology standards and educational practice. Additional challenges include spatial and organisational constraints in early childhood education settings, reduced opportunities for outdoor activities during the winter months, and low levels of physical activity among early childhood educators themselves (Petrić, Francetić & Vujičić, 2022). Croatian studies have shown that preschool children often fail to reach recommended levels of physical activity (Vukelja, Milanović & Šalaj, 2022; Bućan Nenadić et al., 2025), while international comparisons indicate that Croatia ranks among countries with less favourable indicators of physical activity among children and young people (Pedišić et al., 2023).
Despite these findings, there is a lack of integrated research combining actual levels of MVPA in early childhood education and care settings with the perceptions of early childhood educators and parents, as well as the competencies of future professionals. This project will examine the factors determining MVPA in Croatian early childhood education settings through observations of children (OSRAC-P under three conditions: structured activity, free play, and free play with equipment), questionnaires examining the attitudes and perceived barriers of early childhood educators and parents, and the kinesiology and health profile of students in early childhood education programmes.
The purpose of establishing this laboratory project is to create a scientifically grounded basis for improving practice in early childhood education settings and the education of future early childhood educators, as well as to lay the foundations for a larger competitive research project to be submitted to the Croatian Science Foundation (HRZZ) or other national and international funding programmes. The future project would incorporate objective accelerometer-based measurements of children’s physical activity during their time in early childhood education settings, as well as standardised tests of motor development (TGMD-2). This would enable the development of sustainable models for promoting children’s physical activity in accordance with international standards and local conditions.
Project Objectives
General Objective:
To identify individual, family, professional and institutional factors influencing the achievement of moderate-to-vigorous physical activity (MVPA) in Croatian early childhood education settings through observations of children, assessment of early childhood educators’ attitudes and health-related factors, parents’ perceptions, and the competencies and motivation of early childhood education students, with the aim of establishing a foundation for developing sustainable models to promote MVPA in the Croatian context.
Specific Objectives:
1. Observations of Children in Early Childhood Education Settings
1.1. Determine the level of MVPA during three types of activities in early childhood education settings – structured activities, outdoor free play, and free play with equipment – using the OSRAC-P scale
1.2. Compare MVPA levels across different types of activities
1.3. Analyse spatial and material conditions affecting the achievement of MVPA in early childhood education settings
2. Attitudes of Early Childhood Educators and Parents towards Children’s Physical Activity and Their Association with Health and Kinesiological Factors
2.1. Examine early childhood educators’ attitudes towards the importance of MVPA and identify perceived barriers to implementing physical activities
2.2. Analyse the association between early childhood educators’ attitudes and health- and kinesiology-related factors, including physical activity levels, musculoskeletal pain, perceived work ability, and stress levels
2.3. Examine parents’ attitudes towards the role of early childhood education settings in promoting MVPA, their expectations regarding their children’s activity levels, and their willingness to support increased physical activity under different conditions, including during the winter months
2.4. Validate and assess the reliability of questionnaires measuring the attitudes of parents and early childhood educators
3. Competencies and Motivation of Students Related to Physical and Health Education
3.1. Assess students’ competencies in planning and implementing different types of physical activities in early childhood education settings
3.2. Determine their motivation and perceived barriers in their future professional work
3.3. Analyse the relationship between students’ kinesiological characteristics (physical activity, motor abilities, VO₂max, body composition) and psychological outcomes (sleep quality, quality of life)
3.4. Examine the relationship between students’ competencies and motivation and their health and kinesiological profiles
