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Training Pre-Service Early Childhood Educators in Physical Activity (TEACH): Protocol for a Quasi-Experimental Study

Author

Listed:
  • Patricia Tucker

    (School of Occupational Therapy, Faculty of Health Sciences, Elborn College, Western University, London, ON N6G 1H1, Canada)

  • Brianne A. Bruijns

    (Health and Rehabilitation Sciences Program, Faculty of Health Sciences, Elborn College, Western University, London, ON N6G 1H1, Canada)

  • Kristi B. Adamo

    (School of Human Kinetics, Faculty of Health Sciences, University of Ottawa, Ottawa, ON K1N 6N5, Canada)

  • Shauna M. Burke

    (School of Health Studies, Faculty of Health Sciences, Western University, London, ON N6A 3K7, Canada)

  • Valerie Carson

    (Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, AB T6G 2H9, Canada)

  • Rachel Heydon

    (Faculty of Education, Western University, London, ON N6G 1G7, Canada)

  • Jennifer D. Irwin

    (School of Health Studies, Faculty of Health Sciences, Western University, London, ON N6A 3K7, Canada)

  • Andrew M. Johnson

    (School of Health Studies, Faculty of Health Sciences, Western University, London, ON N6A 3K7, Canada)

  • Patti-Jean Naylor

    (School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, BC V8P 5C2, Canada)

  • Brian W. Timmons

    (Child Health and Exercise Medicine Program, McMaster University, Hamilton, ON L8S 4L8, Canada)

  • Leigh M. Vanderloo

    (Child Health and Evaluative Science, Hospital for Sick Children, 555 University Ave., Toronto, ON N5G 1X8, Canada)

Abstract

Background: Early childhood educators (ECEs) influence young children’s early uptake of positive health behaviours in childcare settings and serve as important daytime role models. As such, it is imperative that post-secondary early childhood education programs provide students with the foundational knowledge and professional training required to confidently facilitate quality active play opportunities for young children. The primary objective of the Training pre-service EArly CHildhood educators in physical activity (TEACH) study is to develop and implement an e-Learning course in physical activity and sedentary behaviour to facilitate improvements in: pre-service ECEs’ self-efficacy and knowledge to lead physical activity and outdoor play opportunities and minimize sedentary behaviours in childcare. This study will also explore pre-service ECEs’ behavioural intention and perceived control to promote physical activity and outdoor play, and minimize sedentary behaviour in childcare, and the implementation of the e-Learning course. Methods/Design: A mixed-methods quasi-experimental design with three data collection time points (baseline, post-course completion, 3-month follow-up) will be employed to test the e-Learning course in early childhood education programs ( n = 18; 9 experimental, 9 comparison) across Canada. Pre-service ECEs enrolled in colleges/universities assigned to the experimental group will be required to complete a 4-module e-Learning course, while programs in the comparison group will maintain their typical curriculum. Pre-service ECEs’ self-efficacy, knowledge, as well as behavioural intention and perceived behavioural control will be assessed via online surveys and module completion rates will be documented using website metrics. Group differences across timepoints will be assessed using linear mixed effects modelling and common themes will be identified through thematic analysis. Discussion: The TEACH study represents a novel, evidence-informed approach to address the existing gap in physical activity and sedentary behaviour-related education in Canadian post-secondary early childhood education programs. Moreover, e-Learning platforms, can be employed as an innovative, standardized, and scalable way to provide ECEs with consistent training across jurisdictions.

Suggested Citation

  • Patricia Tucker & Brianne A. Bruijns & Kristi B. Adamo & Shauna M. Burke & Valerie Carson & Rachel Heydon & Jennifer D. Irwin & Andrew M. Johnson & Patti-Jean Naylor & Brian W. Timmons & Leigh M. Vand, 2022. "Training Pre-Service Early Childhood Educators in Physical Activity (TEACH): Protocol for a Quasi-Experimental Study," IJERPH, MDPI, vol. 19(7), pages 1-27, March.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:7:p:3890-:d:778998
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    References listed on IDEAS

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    2. Howie, Erin K. & Brewer, Alisa E. & Brown, William H. & Saunders, Ruth P. & Pate, Russell R., 2016. "Systematic dissemination of a preschool physical activity intervention to the control preschools," Evaluation and Program Planning, Elsevier, vol. 57(C), pages 1-7.
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    4. Mingli Liu & Lang Wu & Qingsen Ming, 2015. "How Does Physical Activity Intervention Improve Self-Esteem and Self-Concept in Children and Adolescents? Evidence from a Meta-Analysis," PLOS ONE, Public Library of Science, vol. 10(8), pages 1-17, August.
    5. Leigh M. Vanderloo & Patricia Tucker & Andrew M. Johnson & Melissa M. Van Zandvoort & Shauna M. Burke & Jennifer D. Irwin, 2014. "The Influence of Centre-Based Childcare on Preschoolers’ Physical Activity Levels: A Cross-Sectional Study," IJERPH, MDPI, vol. 11(2), pages 1-9, February.
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