Pre- and in-service Early Childhood Educators' knowledge, self-efficacy, and intentions following an e-learning course in physical activity and sedentary behaviour
Oral Presentation C11.6
DOI:
https://doi.org/10.14288/hfjc.v14i3.715Keywords:
Early Childhood Education, E-Learning, Physical Activity, Sedentary Behaviour, ChildcareAbstract
Background: Early childhood educators (ECEs) are important daytime role models for young children; they program and lead physical activity (PA) and sedentary behaviour (SB) opportunities in childcare. Despite this important role, ECEs have noted receiving little PA and SB-related training during their pre-service schooling. Purpose: The purpose of this pilot study was to examine the influence of an e-Learning course in PA and SB on pre- and in-service ECEs’ knowledge, self-efficacy, behavioural intention, and perceived behavioural control. Methods: A pre-post pilot study, part of the larger Training pre-service EArly CHildhood educators (TEACH) study, was conducted with pre-service ECEs recruited from three Canadian colleges, while in-service ECEs were recruited via social media. ECEs completed an online survey via Qualtrics prior to, and immediately following the completion of the e-Learning course (~5 hours). McNemar Chi-Square tests and paired samples t-tests were used to examine changes in ECEs’ question-specific, and total knowledge scores, while Wilcoxon Signed Ranks tests were run to examine changes in self-efficacy, behavioural intention, and perceived behavioural control. Results: A significant increase in both pre- (n = 32) and in-service (n = 121) ECEs’ knowledge from pre- to post-course completion was observed. Additionally, significant positive changes across self-efficacy, behavioural intention, and perceived behavioural control items were displayed by in-service ECEs, while pre-service ECEs exhibited significance for these tools for select items only. Conclusions: These findings offer preliminary evidence of the appropriateness of an e-Learning course for improving ECEs’ knowledge, self-efficacy, behavioural intention, and perceived behavioural control to support physical activity and minimize sedentary time in childcare. Funding: Social Sciences and Humanities Research Council.
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Copyright (c) 2021 Patricia Tucker, Brianne A. Bruijns, Leigh M. Vanderloo, Kristi B. Adamo, Shauna M. Burke, Valerie Carson, Rachel Heydon, Andrew M. Johnson, Jennifer D. Irwin, Patti-Jean Naylor, Brian W. Timmons
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