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Generalist teachers and early childhood educators (ECEs) play an important role in promoting physical activity and fundamental movement skills in children. However, teachers face several barriers to promoting physical activity and fundamental movement skills including inadequate training and professional development. Therefore, this study aimed to determine the efficacy of capacity building interventions on teachers’ and ECEs’ physical activity and fundamental movement skills related knowledge, self-efficacy and attitudes. The search revealed 22 studies which reported on 25 unique samples. The most common capacity building intervention component implemented was training/professional development. The results of this study revealed that capacity building interventions are efficacious at improving teachers’ and ECEs’ physical activity related self-efficacy, knowledge, and attitudes. Pre-service teachers and ECEs should be provided training in physical activity and FMS as part of their degrees, and continual professional development and capacity building should be offered to in-service teachers and ECEs to promote physical activity and FMS in children.

Background: Moderate-to-vigorous physical activity (MVPA) provides preschoolers (2.5-5y) with many health benefits, and at childcare time spent this behaviour is primarily accrued outdoors. Purpose: The purpose of this cross-sectional analysis of the Supporting Physical Activity in the Childcare Environment (SPACE) study was to examine the influence of varying outdoor play schedules (2 x 60-minute versus 4 x 30-minute sessions) on preschoolers��� activity levels outdoors. Methods: Preschoolers wore an Actical accelerometer for 5 days during childcare for the final week of the SPACE intervention; outdoor times were logged by staff. Separate linear mixed effects models were performed to assess the effect of the SPACE intervention on preschoolers��� outdoor physical activity (total, MVPA) and sedentary time, with sex entered as an interaction effect. Results: Preschoolers (n = 292) were significantly more active within the first 10 minutes of outdoor play compared with remaining time (p < .0083). Across total outdoor time, preschoolers in the experimental group were significantly less sedentary than those in the control group (p < .017), and boys and girls in the experimental group engaged in greater MVPA than their counterparts in the control group (p < .017). Conclusions: Findings provide support for scheduling shorter, more frequent outdoor play periods to increase physical activity and decrease sedentary time among preschoolers. Funding: Canadian Institutes of Health Research., The Health & Fitness Journal of Canada, Vol. 14 No. 3 (2021): Proceedings from the 8th International Society for Physical Activity and Health Congress

Background: Early childhood educators (ECEs) play an important role in promoting healthy physical activity (PA) and sedentary behaviour (SB) in childcare, but have reported lacking appropriate training in this area. Purpose: The purpose of this Delphi study was to develop consensus on content to include in a PA and SB e-Learning course for pre-service ECEs. Methods: Two expert panels (PA/SB [n = 26] and ECE [n = 35]) were formed via purposeful sampling of Canadian/international researchers. PA/SB experts were asked to propose topics for the course via online survey. Topics were pooled (n = 19), and in a second survey, both expert panels rated their importance (0 = unimportant to 5 = very important). Mean ratings were ranked by panel, and then pooled to generate an overall ranked list of content areas. Inter-panel agreement of rankings was quantified using Spearman���s rho. Results: Outdoor Play was the top-rated content area (M = 4.77 �� .64), while Monitor PA and Sedentary Time within Your Classroom scored the lowest (M = 3.77 �� 1.44). Content area importance rankings showed moderate-to-strong inter-panel agreement (rs = 0.60, 95% CI: 0.20 to 0.83). Conclusions: Providing pre-service ECEs with PA/SB training is a proactive way to ensure they prioritize healthy PA/SB in childcare. The results of this study provide a solid foundation for the development of this training ��� and this expert endorsement should facilitate its implementation within ECE programs. Funding: Social Sciences and Humanities Research Council of Canada., The Health & Fitness Journal of Canada, Vol. 14 No. 3 (2021): Proceedings from the 8th International Society for Physical Activity and Health Congress

Additional file 1.

The overarching purpose of this dissertation was to develop an e-Learning course in physical activity and sedentary behaviour and test its short-term efficacy and implementation among pre- and in-service early childhood educators (ECEs). The Delphi approach was adopted for Study 1, wherein a panel of international experts in physical activity and sedentary behaviour suggested topics for the course and, together with a panel of ECE experts, rated their importance. Study 2 employed a pre-post design to explore the changes in pre- and in-service ECEs’ physical activity and sedentary behaviour-related knowledge, self-efficacy, behavioural intention, and perceived behavioural control following course completion. Study 3 quantitatively and qualitatively examined the pilot implementation of the course and gathered participants’ perspectives. In Study 1, 19 unique content areas were recommended for inclusion in the e-Learning course by 26 physical activity and sedentary behaviour experts. After pooling importance ratings with the ECE expert panel (n = 35), Outdoor Play was considered the top-rated area, while Monitor Physical Activity and Sedentary Time in Your Classroom had the lowest combined rating. Overall, inter-panel agreement of content area importance rankings was moderate-to-strong (rs = .60; 95% CI: 0.20 to 0.83). Results from Study 2 demonstrated that the e-Learning course significantly increased pre-service (n = 32) and in-service (n = 121) ECEs’ physical activity and sedentary behaviour-related knowledge (p < .05) and barrier self-efficacy (p < .025), as well as in-service ECEs’ task self-efficacy (p < .025). In-service ECEs also exhibited significant improvements in their behavioural intention (p < .007) and perceived behavioural control (p < .007), while only certain behaviours showed significant change among pre-service ECEs. Findings from Study 3 indicated that pre- and in-service ECEs demonstrated moderate-to-high fidelity to the e-Learning course intervention (67.6% and 62.8% completion, respectively), and communicated that they enjoyed the course. Despite reporting some challenges (e.g., technology issues, lengthy modules), participants were very pleased with the content, useability, and compatibility of the e-Learning course. In conclusion, the successful pilot implementation of the expert-developed e-Learning course provides evidence of scalability to wider populations.

Early childhood educators (ECEs) are highly influential in promoting healthy movement behaviours (e.g. physical activity [PA] and sedentary behaviour [SB]) in early childhood. It is essential that ECEs gain knowledge and confidence in their ability to incorporate appropriate amounts of high-quality movement experiences for children in their care. However, ECEs do not currently receive related education in their current pre-service programs or professional development in practice. The Training EArly CHildhood educators in physical activity (TEACH) study intends to improve ECEs’ knowledge, confidence, and intentions regarding promoting healthy movement behaviours by providing comprehensive training in PA, SB, outdoor and risky play in childcare settings via an e-Learning course. The TEACH pilot study tests the implementation (e.g., fidelity, feasibility, acceptability, etc.) of an e-Learning course in PA and SB in a sample of Canadian pre-service (i.e., post-secondary students) and in-service (i.e., practicing) ECEs. The 4-module e-learning course was developed via a Delphi process and was completed by 32 pre-service and 121 in-service ECEs. Implementation outcomes were measured cross-sectionally at post-intervention via a process evaluation survey (baseline & follow-up) interviews (transcribed & sorted to implementation outcomes) and e-Learning course metrics (dose delivered, fidelity, complexity & feasibility) Participants reported that the course was highly acceptable, compatible, effective, feasible, and appropriate in complexity; however, some ECEs experienced technical difficulties with the e-Learning platform and noted a longer than anticipated course duration. The findings demonstrate the value of e-Learning for professional development interventions for ECEs. Participant feedback will be used to improve the scalability of this training.

Supplemental material, sj-docx-2-heb-10.1177_10901981211025471 for Measuring Early Childhood Educators’ Physical Activity and Sedentary Behavior–Related Self-Efficacy: A Systematic Review of Tools by Monika Szpunar, Brianne Bruijns and Patricia Tucker in Health Education & Behavior

Additional file 1: Appendix A. Semi-Structured Interview Guide for Parent Interviews. Appendix B. Semi-Structured Interview Guide for Child Interviews.

Additional file 1.

Supplemental material, sj-docx-1-heb-10.1177_10901981211025471 for Measuring Early Childhood Educators’ Physical Activity and Sedentary Behavior–Related Self-Efficacy: A Systematic Review of Tools by Monika Szpunar, Brianne Bruijns and Patricia Tucker in Health Education & Behavior

Supplemental material, sj-docx-2-heb-10.1177_10901981211025471 for Measuring Early Childhood Educators’ Physical Activity and Sedentary Behavior–Related Self-Efficacy: A Systematic Review of Tools by Monika Szpunar, Brianne Bruijns and Patricia Tucker in Health Education & Behavior

Additional file 2.

Supplemental material, sj-docx-1-heb-10.1177_10901981211025471 for Measuring Early Childhood Educators’ Physical Activity and Sedentary Behavior–Related Self-Efficacy: A Systematic Review of Tools by Monika Szpunar, Brianne Bruijns and Patricia Tucker in Health Education & Behavior

Additional file 2: Table S2. Quality Assessment for Included Studies (n = 24).

Additional file 1: Table S1. Sample Search Strategy (EMBASE).

Background: Early childhood educators greatly influence young children’s physical activity and screen-viewing behaviours in childcare. However, educators have requested additional training in physical activity programming, and one logical place to provide this education is during their pre-service schooling. This study explored the physical activity and screen-viewing-related knowledge, training, and self-efficacy of early childhood education (ECE) candidates across Canada, to determine their confidence and ability to facilitate physical activity opportunities and limit screen-viewing among young children in childcare.Methods: Key program personnel at 61 (of 110) Canadian colleges/universities offering an ECE program agreed to participate in this cross-sectional study. An online survey (112 items; 9 domains), developed by experts using the Tailored Design Method, was administered via Qualtrics© to a sample of 1292 ECE candidates. Descriptive statistics, Mann-Whitney U-tests, and chi-square tests were used to report participant demographics and physical activity and screen-viewing-related knowledge (i.e., of physical activity and screen-viewing concepts), training (i.e., physical activity and screen-viewing courses/ content received), and self-efficacy (i.e., to facilitate physical activity and limit screen-viewing in childcare) of candidates.Results: ECE candidates exhibited the least amount of knowledge regarding the impact of screen-viewing on physiological outcomes (i.e., blood pressure) in young children. Further, only 32.2 and 26.7% of candidates reported completing physical activity or screen-viewing courses during their post-secondary training, respectively. Candidates who completed one or more physical activity or screen-viewing courses exhibited significantly greater (p

Background: Many preschoolers spend a substantial portion of their day enrolled in centre-based childcare; the amounts of physical activity and sedentary time accumulated in this environment are critical to preschoolers' ability to meet movement guidelines. The purpose of this systematic review was to provide a comprehensive overview of the objectively assessed physical activity and sedentary time of preschoolers in centre-based childcare (registration no. CRD42016033502). Methods: Eight online databases were searched using terms related to physical activity, sedentary time, preschoolers and centre-based childcare. Published, peer-reviewed primary studies written in English that objectively assessed (via accelerometry) the physical activity and sedentary time of preschoolers (2-5 years) in centre-based childcare were included. Results: Fifty-five studies (published 2004-2017) from 11 countries, representing 13,956 participants were included. Studies reported light physical activity (n=38) ranging from 2.94 to 29.96 mins/hr, moderate-to-vigorous physical activity (n=46) which ranged from 1.29 to 22.66 mins/hr, and total physical activity (n=42) ranging from 4.23 to 47.17 mins/hr. Sedentary time (n=47) ranged from 12.38 to 55.77 mins/hr. Conclusion: Physical activity and sedentary time were highly varied and inconsistent between studies; therefore, it is difficult to determine preschoolers' true amount of physical activity and sedentary time during childcare hours. Despite this variability, preschoolers were noted to participate in high rates of sedentary time in this setting. The lack of homogeneity is an important finding in and of itself as it highlights the lack of consistency in measuring, processing, and reporting paediatric physical activity data.

Early childhood educators (ECEs) greatly influence young children’s physical activity (PA) and screen viewing (SV) behaviours. This study explored the PA and SV-related knowledge (i.e., of important PA/SV concepts), training (i.e., PA/SV courses/content received), and self-efficacy (i.e., to facilitate PA and limit SV in childcare) of early childhood education students. A sample of 1,292 students from 61 Canadian colleges/universities completed the online survey. In general, students exhibited the least amount of knowledge regarding the link between SV and health. Further, 67.8% and 73.3% of students had not completed PA or SV courses during their post-secondary training, respectively, and students who completed 1 or more PA/SV courses exhibited greater self-efficacy than those without such training. Findings from this work highlight the potential of supplementary PA/SV content in ECEs’ post-secondary training to benefit their related knowledge and self-efficacy prior to entering a childcare-based profession.

Additional file 3. Early Childhood Education Expert Survey. Importance ratings of content areas and additional proposed content.

Additional file 2. Physical Activity Expert Survey 2. Importance ratings of content areas.

Additional file 3. Early Childhood Education Expert Survey. Importance ratings of content areas and additional proposed content.

Additional file 1. Physical Activity Expert Survey 1. List of proposed content areas.

Additional file 1. Physical Activity Expert Survey 1. List of proposed content areas.