Training Early Childhood Educators to Promote Children's Physical Activity

Mavilidi, Myrto F.; Rigoutsos, Stylianos; Venetsanou, Fotini

doi:10.1007/s10643-021-01191-4

Cited by 15 publications

(18 citation statements)

References 72 publications

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“…Previous studies have shown that tertiary-level qualified teachers have been associated with reports of higher levels of PA among the children attending ECEC settings in which they work [20][21][22]. Consistent with earlier findings, the current results showed the potential of ECETT programmes in promoting more positive perceptions of pre-service teachers' perceived competence in PE.…”

Section: Discussionsupporting

confidence: 90%

“…Indeed, access to greater opportunities to engage in training and education in PE can positively influence a person's attitudes and perceptions of teaching PE [23]. For instance, informing early childhood teachers on the benefits of PA can change their perceptions by obtaining more positive attitudes towards children's PA [21].…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, Riley et al [48] has highlighted that programmes offering professional development have positively influenced teachers' perceptions towards PA. Moreover, teachers' positive perceptions towards PA are requisite for promoting children's PA participation [21] and may bring children closer to meeting the daily PA recommendations. Programmes designed to increase children's PA are likely to be attractive to teachers if they are designed in partnership with education authorities [48].…”

Section: Discussionmentioning

confidence: 99%

“…Supportive PA engagement behaviours by ECEC teachers are important because children spend a significant amount of their time with them [19]. Earlier studies have shown that the children attending ECEC centres with more resources and a broad range of levels of tertiary-educated teachers and workers demonstrated significantly higher levels of physical activity [20][21][22]. According to recent research by Mavilidi et al [21], teachers' training and professional development may provoke valuable changes in children's daily routines to increase PA participation.…”

Section: Introductionmentioning

confidence: 99%

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Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

Soini

Watt

Sääkslahti

2021

IJERPH

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Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

Soini

Watt

Sääkslahti

2021

IJERPH

View full text Add to dashboard Cite

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“…Intervention programs focusing on managing and preventing weight loss and/or obesity in preschool children involving physical activity and healthy eating have found mixed effects (12/32 were efficacious [10]). For example, a training program for early childhood educators to promote physical activity participation in preschools did not find any changes on children's number of steps [41]. Similarly, a review of reviews on school-based physical activity interventions in children and adolescents aged 6-18 years found that 47-65% of trials were effective [42].…”

Section: Discussionmentioning

confidence: 99%

Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation

Mavilidi

Bennett

Paas

et al. 2021

IJERPH

Self Cite

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There is currently limited evidence on parents’ and early childhood educators’ perspectives on implementing programs that combine cognitive and motor tasks in early childhood. An online survey was distributed across Australia through social network platforms and emails at preschool centres, asking 65 parents of preschool children and early childhood educators about their preferences on program delivery, duration, and mode. Responses from the survey were evaluated in order to develop and pilot a 4 week home-based (n = 5 parents) and a 6 week school-based program (n = 5 educators) including cognitively engaging physical activity, requesting parents’ and educators’ perspectives, respectively, about the program components. Results from the online survey showed a preference for programs with online (e.g., video-based) compared to traditional delivery (e.g., books), emphasising the potential benefits on children’s physical activity levels, sleep, and cognitive function. However, after piloting the program, educators preferred to use the book version instead of the video. This program has the potential to become part of daily regular practice. Barriers reported include logistics issues (i.e., book size), connectivity issues with internet, and the need for varying activities.

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Effects of Cognitively Engaging Physical Activity on Preschool Children’s Cognitive Outcomes

Mavilidi

Pesce

Mazzoli

et al. 2022

Research Quarterly for Exercise and Sport

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Training Early Childhood Educators to Promote Children's Physical Activity

Cited by 15 publications

References 72 publications

Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation

Effects of Cognitively Engaging Physical Activity on Preschool Children’s Cognitive Outcomes

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