Dataset Information

Training may enhance early childhood educators' self-efficacy to lead physical activity in childcare.

ABSTRACT:

Background

Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs' PA-related self-efficacy and knowledge.

Methods

ECEs from the SPACE (n?=?83) and SPACE-Extension (n?=?31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n?=?6 items; scale 0 to 100); self-efficacy to implement the intervention (n?=?6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n?=?2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs' self-efficacy and knowledge and controlled for multiple comparison bias.

Results

The SPACE intervention significantly impacted ECEs' self-efficacy to engage preschoolers in PA for 180?min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs' knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables.

Conclusions

Findings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children's PA behaviours at childcare.

SUBMITTER: Bruijns BA

PROVIDER: S-EPMC7893737 | biostudies-literature | 2021 Feb

REPOSITORIES: biostudies-literature

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Publications

Training may enhance early childhood educators' self-efficacy to lead physical activity in childcare.

Bruijns Brianne A BA Johnson Andrew M AM Irwin Jennifer D JD Burke Shauna M SM Driediger Molly M Vanderloo Leigh M LM Tucker Patricia P

BMC public health 20210219 1

<h4>Background</h4>Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outd ...[more]

PMID: 33607984

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Project description:INTRODUCTION:Childcare educators may be role models for healthy eating and physical activity (PA) behaviours among young children. This study aimed to identify which childcare educators' practices are associated with preschoolers' dietary intake and PA levels. METHODS:This cross-sectional analysis included 723 preschoolers from 50 randomly selected childcare centres in two Canadian provinces. All data were collected in the fall of 2013 and 2014 and analysed in the fall of 2015. PA was assessed using Actical accelerometers during childcare hours for 5 consecutive days. Children's dietary intake was measured at lunch on 2 consecutive days using weighed plate waste and digital photography. Childcare educators' nutrition practices (modelling, nutrition education, satiety recognition, verbal encouragement and not using food as rewards) and PA practices (informal and formal PA promotion) were assessed by direct observation over the course of 2?days, using the Nutrition and Physical Activity Self-Assessment for Child Care tool. Associations between educators' practices and preschoolers' PA and dietary intake were examined using multilevel linear regressions. RESULTS:Overall, modelling of healthy eating was positively associated with children's intake of sugar (?=0.141, 95%?CI 0.03 to 0.27), while calorie (?=-0.456, 95%?CI -1.46 to -0.02) and fibre intake (?=-0.066, 95%?CI -0.12 to -0.01) were negatively associated with providing nutrition education. Not using food as rewards was also negatively associated with fat intake (?=-0.144, 95%?CI -0.52 to -0.002). None of the educators' PA practices were associated with children's participation in PA. CONCLUSIONS:Modelling healthy eating, providing nutrition education and not using food as rewards are associated with children's dietary intake at lunch in childcare centres, highlighting the role that educators play in shaping preschoolers' eating behaviours. Although PA practices were not associated with children's PA levels, there is a need to reduce sedentary time in childcare centres.

Dataset Information

Training may enhance early childhood educators' self-efficacy to lead physical activity in childcare.

Background

Methods

Results

Conclusions

Publications

Training may enhance early childhood educators' self-efficacy to lead physical activity in childcare.

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