Exploring the physical activity and screen-viewing-related knowledge, training, and self-efficacy of early childhood education candidates

Simple item page
dc.contributor.authorBruijns, Brianne A.
dc.contributor.authorAdamo, Kristi B.
dc.contributor.authorBurke, Shauna M.
dc.contributor.authorCarson, Valerie
dc.contributor.authorIrwin, Jennifer D.
dc.contributor.authorNaylor, Patti-Jean
dc.contributor.authorTimmons, Brian W.
dc.contributor.authorVanderloo, Leigh M.
dc.contributor.authorTucker, Patricia
dc.date.accessioned2020-11-23T23:40:47Z
dc.date.available2020-11-23T23:40:47Z
dc.date.copyright2019en_US
dc.date.issued2019
dc.description.abstractBackground 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 <.05) self-efficacy than those without such training related to ensuring children were engaging in adequate moderate-to-vigorous physical activity (MVPA). Confidence to limit screen time did not differ. Candidates reporting meeting national physical activity recommendations (i.e., 150+ minutes of MVPA/week) exhibited significantly greater (p <.05) physical activity-related self-efficacy than those not meeting these guidelines. Conclusions Findings from this work highlight both the need for and the potential of supplementary physical activity and screen-viewing content in post-secondary ECE programs to benefit candidates’ knowledge and self-efficacy in these areas. Introducing this content at the post-secondary level will ensure that all early childhood educators are appropriately trained regarding physical activity and screen-viewing before entering a childcare-based profession, where they can positively influence young children’s health behaviours.en_US
dc.description.reviewstatusRevieweden_US
dc.description.scholarlevelFacultyen_US
dc.description.sponsorshipThe authors would like to acknowledge the participating colleges/universities and students for their involvement and support of this research study. Gratitude is also extended to Dr. Andrew Johnson for his help with data analyses. Funding BAB was funded by an Ontario Graduate Scholarship (2016–17, 2017–18, 2018–19). VC holds a CIHR New Investigator Salary Award. BWT is the Canada Research Chair in Child Health and Exercise Medicine. LMV holds a CIHR Fellowship Award. PT holds an Ontario Ministry of Research and Innovation Early Researcher Award.en_US
dc.identifier.citationBruijns, B. A., Adamo, K. B., Burke, S. M., Carson, V., Irwin, J. D., Naylor, P.-J., …Tucker, P. (2019). Exploring the physical activity and screen-viewing-related knowledge, training, and self-efficacy of early childhood education candidates. BMC Pediatrics, 19(1). https://doi.org/10.1186/s12887-018-1358-6en_US
dc.identifier.urihttps://doi.org/10.1186/s12887-018-1358-6
dc.identifier.urihttp://hdl.handle.net/1828/12370
dc.language.isoenen_US
dc.publisherBMC Pediatricsen_US
dc.subjectPhysical activity
dc.subjectEarly childhood education
dc.subjectScreen-viewing
dc.subjectTraining
dc.subjectYoung children
dc.subject.departmentSchool of Exercise Science, Physical and Health Education
dc.titleExploring the physical activity and screen-viewing-related knowledge, training, and self-efficacy of early childhood education candidatesen_US
dc.typeArticleen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Bruijns_Brianne_A_BMCPediatr_2019.pdf
Size:
705.13 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Faculty and Staff Publications
 
University of Victoria Libraries

We acknowledge and respect the Lək̓ʷəŋən (Songhees and Esquimalt) Peoples on whose territory the university stands, and the Lək̓ʷəŋən and W̱SÁNEĆ Peoples whose historical relationships with the land continue to this day.