Qualitative Study On The Perceived Barriers Of A Physical Activity Program In Toddlers: Classroom Teacher Perspective

Abstract

Toddler children (18 months-2.8 years) spend a significant portion of their day at childcare settings, where they spend most of their time engaged in sedentary activity. Toddler classroom teachers have a considerable influence on toddlers’ physical activity (PA) levels. Due to the toddler classroom environment, teachers may encounter unique age and ability related barriers to the implementation of PA programs. PURPOSE: The purpose of this qualitative study was to determine the perceived barriers that toddler classroom teachers may face in implementing PA programs to toddlers. METHODS: Toddler classroom teachers from 3 environmentally matched childcare centers from the Springfield MA area participated in this qualitative study. Focus group meetings (n=3) were conducted separately at each center. At each meeting, a semi-structured focus group format and questionnaire were used to guide the sessions. All focus groups were audio-recorded and later transcribed by a primary, secondary, and tertiary trained researchers. Researchers used open coding to identify themes. Representative quotes were selected for each theme to demonstrate saturation of ideas. RESULTS: A total of 15 teachers participated in this study (age = 38.4 ± 12.5; BMI (self-reported) = 26.1 ± 4.3 kg/m2). Teachers had an average of 9.5 ± 8.7 years of experience as toddler classroom teachers (ranging between 1 to 28 years). Teachers perceived barriers to PA were categorized into 3 main themes. The three main themes were 1) essential childcare needs (e.g., regular diaper changes of the toddlers, child supervision), 2) wide variation in cognitive and motor skill abilities of toddlers (e.g., differences in children that just learned to walk versus those that have been walking for an extended period, short attention span) and 3) limited resources and physical space (e.g., limited activity options, small classroom design to hold 9 toddlers). CONCLUSION: This qualitative study provides preliminary evidence that classroom teachers face unique perceived barriers in implementing PA to toddlers. Future research should examine how these perceived barriers can be incorporated into the design and implementation of PA programs designed for toddlers within the childcare center.