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

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 and Leigh M. Vanderloo
Additional contact information
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

IJERPH, 2022, vol. 19, issue 7, 1-27

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.

Keywords: physical activity; early childhood educator; sedentary behaviour; e-Learning (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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