Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare
| Autor: | Andrew M. Johnson, Leigh M. Vanderloo, Shauna M. Burke, Patricia Tucker, Molly Driediger, Jennifer D. Irwin, Brianne A. Bruijns |
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| Rok vydání: | 2021 |
| Předmět: |
medicine.medical_specialty
Psychological intervention Physical activity Developmental psychology 03 medical and health sciences 0302 clinical medicine Intervention (counseling) Medicine Humans 030212 general & internal medicine Early childhood Child Care Child Exercise Self-efficacy business.industry Childcare Public health lcsh:Public aspects of medicine Public Health Environmental and Occupational Health Child Health lcsh:RA1-1270 030229 sport sciences Child Day Care Centers Self Efficacy Scale (social sciences) Child Preschool Early childhood educator Biostatistics business Research Article |
| Zdroj: | Paediatrics Publications BMC Public Health, Vol 21, Iss 1, Pp 1-12 (2021) BMC Public Health |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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