Abstract
BackgroundEarly childhood educators play an important role in influencing preschoolers’ physical activity levels. The current study sought to explore Early Childhood Education (ECE) students’ physical activity-related knowledge and educational experience during their formal training in Ontario.MethodsA total of 1,113 ECE students from 20 Ontario Colleges completed the study survey (online or on paper), which examined students’ physical activity course content; awareness of physical activity guidelines; understanding of health-related benefits of physical activity; self-efficacy to facilitate physical activity for preschoolers; self-reported physical activity levels; as well as physical activity-related resource needs. Descriptive statistics and independent samples t-tests were used to analyze the quantitative findings.ResultsSurvey results identified that 72.1% of ECE students had not completed any physical activity/physical education specific courses, while only 28.7% were familiar with, and 2.0% accurately reported, the Canadian Physical Activity Guidelines for the Early Years. Only 10.5% of ECE students reported personal physical activity behaviors consistent with national recommendations for adults (150 minutes/week). ECE students’ mean overall task self-efficacy to facilitate physical activity was 7.37 (SD = 1.64). Self-efficacy was significantly higher (p < .05) when students had taken one or more courses devoted to physical activity/physical education, as well as when students engaged in sufficient physical activity to meet the national guidelines for adults (p < .05).ConclusionsThe results indicate that the current ECE college curriculum represents an excellent opportunity to provide future childcare providers with enriched physical activity-related training and support, such as physical activity guidelines, workshops, and new ideas for activities. Emphasizing the health benefits of physical activity for adults might be important in light of ECE students’ low self-reported physical activity levels.
Highlights
Childhood educators play an important role in influencing preschoolers’ physical activity levels
In recent objective studies in childcare, preschoolers were found to spend between 1.54 minutes [27] and 1.76 minutes [26] per hour participating in moderate-to-vigorous physical activity (MVPA)
Based on the specific findings from the current study, Early Childhood Education (ECE) students require more supportive training on the relationship between physical activity and health outcomes; on accessing activity guidelines for the early years; as well as resources that are desired by ECE students, such as age/developmentally-appropriate physical activities and active opportunities ideas in various weather climates
Summary
Childhood educators play an important role in influencing preschoolers’ physical activity levels. Consistent with recommendations in the “Best-Practice Guidelines for Physical Activity at Child Care” [30], researchers have confirmed the specific components of childcare centers that influence physical activity participation among preschoolers, identifying portable equipment [20,27], reduced sedentary opportunities [31], staff behaviors [27], and increased physical activity training/education for staff as significant [20]. Based on these findings, it is clear that childcare staff play an important role in supporting and facilitating physical activity participation in this environment
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