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The efficacy of the TEACH e-Learning course at improving early childhood educators' physical activity and sedentary behaviour self-efficacy, knowledge, intentions, and perceived behavioural control: a randomized controlled trial.
Bourke, Matthew; Bruijns, Brianne A; Vanderloo, Leigh M; Irwin, Jennifer; Heydon, Rachel; Carson, Valerie; Naylor, Patti-Jean; Johnson, Andrew M; Adamo, Kristi B; Burke, Shauna M; Timmons, Brian W; Tucker, Patricia.
Affiliation
  • Bourke M; School of Occupational Therapy, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, Elborn College, Room 2547, London, ON, N6G 1H1, Canada.
  • Bruijns BA; School of Occupational Therapy, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, Elborn College, Room 2547, London, ON, N6G 1H1, Canada.
  • Vanderloo LM; School of Occupational Therapy, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, Elborn College, Room 2547, London, ON, N6G 1H1, Canada.
  • Irwin J; ParticipACTION, Toronto, ON, Canada.
  • Heydon R; School of Health Studies, Faculty of Health Sciences, University of Western Ontario, London, ON, Canada.
  • Carson V; Faculty of Education, University of Western Ontario, London, ON, Canada.
  • Naylor PJ; Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, AB, Canada.
  • Johnson AM; School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, BC, Canada.
  • Adamo KB; School of Health Studies, Faculty of Health Sciences, University of Western Ontario, London, ON, Canada.
  • Burke SM; School of Human Kinetics, Faculty of Health Sciences, University of Ottawa, Ottawa, ON, Canada.
  • Timmons BW; School of Health Studies, Faculty of Health Sciences, University of Western Ontario, London, ON, Canada.
  • Tucker P; Child Health and Exercise Medicine Program, McMaster University, Hamilton, ON, Canada.
Int J Behav Nutr Phys Act ; 21(1): 79, 2024 Jul 22.
Article in En | MEDLINE | ID: mdl-39039543
ABSTRACT

BACKGROUND:

Early childhood educators play a critical role in promoting physical activity and reducing sedentary time in childcare centres. However, early childhood educators receive limited specialised pre- and in-service learning opportunities relating to these behaviours and may lack the capacity to effectively engage children in healthy movement behaviours. This study aimed to examine the efficacy of an e-Learning course on increasing early childhood educators' physical activity and sedentary behaviour-related capacities.

METHODS:

A two-group parallel randomized controlled trial was conducted with early childhood educators in Canada (Mage = 41.78, 97% female). Participants randomized to the intervention group were asked to complete a physical activity and sedentary behaviour e-Learning course within a 4-week period. Participants randomized to the waitlist control condition were assigned to a waitlist to receive the intervention after the testing period. Participants reported on their self-efficacy, knowledge, intentions, and perceived behavioural control relating to physical activity and sedentary behaviours at baseline, post-intervention, and 3 months follow-up. Linear mixed effects models were estimated to determine difference in changes in outcomes from baseline to post-intervention, and follow-up.

RESULTS:

A total of 209 early childhood educators participated in the study (intervention n = 98; control n = 111). The TEACH e-Learning course was found to be efficacious at improving all of the examined outcomes, with standardized effect sizes ranging from d = 0.58 to d = 0.65 for self-efficacy outcomes, d = 0.66 to d = 1.20 for knowledge outcomes, d = 0.50 to d = 0.65 for intention outcomes, and d = 0.33 to d = 0.69 for perceived behavioural control outcomes post-intervention. The intervention effects were sustained at follow-up for all outcomes apart from perceived behavioural control to limit screen time. Additionally, the magnitude of the effect for knowledge outcomes decreased at follow-up, with standardized effect sizes ranging from d = 0.49 to d = 0.67.

CONCLUSIONS:

The e-Learning course was highly successful at improving early childhood educators' capacity pertaining to physical activity and sedentary behaviours. Providing training content through e-Learning may be an efficacious approach to providing continual professional learning opportunities relating to physical activity and sedentary time to early childhood educators on a large scale.
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Full text: 1 Collection: 01-internacional Database: MEDLINE Main subject: Exercise / Health Knowledge, Attitudes, Practice / Self Efficacy / Intention / Sedentary Behavior Limits: Adult / Child, preschool / Female / Humans / Male Country/Region as subject: America do norte Language: En Journal: Int J Behav Nutr Phys Act Year: 2024 Type: Article Affiliation country: Canada

Full text: 1 Collection: 01-internacional Database: MEDLINE Main subject: Exercise / Health Knowledge, Attitudes, Practice / Self Efficacy / Intention / Sedentary Behavior Limits: Adult / Child, preschool / Female / Humans / Male Country/Region as subject: America do norte Language: En Journal: Int J Behav Nutr Phys Act Year: 2024 Type: Article Affiliation country: Canada