Enhancing Student Occupational Performance: How Physical Activity and Sensory Systems Intertwine in an Early Childhood Setting

Abstract

Physical activity (PA) is not only essential for supporting health and well-being, but for stimulating the sensory systems. The underutilization of sensory systems, particularly the vestibular system, has increased due to the rise in sedentary behaviors among children and adolescents. Schools are uniquely positioned as an ideal setting to promote PA and the establishment of healthy routines. Doing so within the early childhood timeframe has shown to be especially crucial, with impacts lasting into adult life. However, school personnel have expressed that the role of Occupational Therapy (OT) is unclear, impacting interprofessional collaboration and ultimately, students—specifically regarding PA-induced sensory stimulation and corresponding classroom accommodations. Furthermore, caregiver involvement and modeling are needed for continued carryover of these activities at home. This Doctoral Capstone Experience (DCE) aimed to address these concerns by implementing the Minds-In-Motion (MIM) program in an early childhood setting to enhance student occupational performance through PA-induced sensory stimulation. Additionally, this DCE provided training for teachers to increase their understanding of the role of Occupational Therapy (OT) in the school environment and strategies to integrate PA into the daily routines of their students. A caregiver resource was also developed to promote skill carryover at home. Results from pre- and post-surveys demonstrated improvements in students’ social-emotional behavior, motor movement and strength, visual tracking, and auditory processing skills as well as school personnel’s knowledge and confidence levels. Findings reinforce the essentiality of PA in supporting early childhood development, the value of OT in school-based settings, and caregiver modeling.