Training pre-service early childhood educators in physical activity (TEACH): Protocol for a quasi-experimental study
Date
2022
Authors
Tucker, Patricia
Bruijns, Brianne A.
Adamo, Kristi B.
Burke, Shauna M.
Carson, Valerie
Heydon, Rachel
Irwin, Jennifer D.
Johnson, Andrew M.
Naylor, Patti-Jean
Timmons, Brian W.
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Environmental Research and Public Health
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 mixedmethods
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.
Int.
Description
Keywords
physical activity, early childhood educator, sedentary behaviour, e-Learning
Citation
Tucker, P., Bruijns, B., Adamo, K., Burke, S., Carson, V., . . . Vanderloo, L. (2022). “Training pre-service early childhood educators in physical activity (TEACH): Protocol for a quasi-experimental study.” International Journal of Environmental Research and Public Health, 19(7), 3890. https://doi.org/10.3390/ijerph19073890