Implementation adherence and perspectives of the Childcare PhysicaL ActivitY (PLAY) Policy
Oral Presentation C9.5
DOI:
https://doi.org/10.14288/hfjc.v14i3.697Keywords:
Children, Physical Activity, Policy, Childcare, Early Childhood EducatorsAbstract
Purpose: The importance of routine, physical activity on healthy development during the early years is widely acknowledged. The purpose of this pilot study was to conduct a process evaluation exploring Early Childhood Educators’ (ECEs’) perspectives of the feasibility and appropriateness of an evidence-informed, 8-item institutional-level policy document targeting children’s physical activity, outdoor play, and sedentary behavior. Methods: A cluster, randomized controlled trial with 9 childcare centres in London, Ontario was conducted. Centres in the intervention condition (n = 5) implemented the evidence-based policy for 8 weeks. Intervention group ECEs (n= 22) recorded their daily compliance with the written policy in implementation logs for the duration of the intervention. Additionally, program evaluation surveys (n = 21) and interviews (n = 10) were completed post-intervention to assess barriers/facilitators, feasibility, enjoyment, and likelihood of future implementation. Descriptive statistics and thematic analysis were conducted. Results: ECEs perceived the PLAY intervention to be both enjoyable and effective at increasing preschoolers' physical activity. Adherence to policy items ranged from 16.5% (for delivery of shorter, more frequent outdoor periods) to 85.9% (for delivery of unstructured/child-directed play). ECEs reported their likelihood to continue implementing policy components, excluding frequent outdoor periods (0 = not at all likely to 5 = extremely likely; M = 2.19; SD = 1.21). Results from the program evaluation survey showed ECEs found the policy to be appropriate for implementation in childcare settings. Barriers to implementing the policy included extreme weather, difficulty with transitions, and lack of physical activity-related training. Providing verbal prompts and engaging in activity alongside children were noteworthy solutions. Conclusion: The results of this study demonstrate the feasibility of a physical activity and sedentary time policy from an ECE lens. Findings from this process evaluation indicate that ECE’s found the policy feasible for implementing in centre-based childcare. Additional investigation is needed to explore how such a policy can be modified for future use.
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Copyright (c) 2021 Monika Szpunar, Molly Driediger, Andrew M. Johnson, Leigh M. Vanderloo, Shauna M. Burke, Jennifer D. Irwin, Jacob Shelley, Brian W. Timmons, Patricia Tucker
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