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Educator engagement and interaction and children’s physical activity in early childhood education and care settings: an observational study protocol

Journal Article


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Abstract


  • Introduction: The benefits of regular physical activity

    for children are significant. Previous research has

    addressed the quantity and quality of children’s

    physical activity while in early childhood education and

    care (ECEC) settings, yet little research has investigated

    the social and physical environmental influences on

    physical activity in these settings. The outcomes of this

    study will be to measure these social and physical

    environmental influences on children’s physical activity

    using a combination of a real-time location system

    (RTLS) (a closed system that tracks the location of

    movement of participants via readers and tags),

    accelerometry and direct observation.

    Methods and analysis: This study is the first of its

    kind to combine RTLSs and accelerometer data in

    ECEC settings. It is a cross-sectional study involving

    ∼100 educators and 500 children from 11 ECEC

    settings in the Illawarra region of New South Wales,

    Australia. A RTLS and Actigraph GT3X+

    accelerometers will be concurrently used to measure

    the level and location of the children’s and educators’

    physical activity while in outside environments.

    Children and educators will wear accelerometers on

    their hip that record triaxial acceleration data at

    100 Hz. Children and educators will also wear a tag

    watch on their wrist that transmits a signal to anchors

    of the RTLS and the triangulation of signals will

    identify their specific location. In addition to these, up

    to three random periods (10–25 min in length) will be

    used to collect observational data each day and

    assessed with the classroom assessment and scoring

    system to measure the quality of interactions. In

    conjunction with the real-time location system (RTLS)

    and accelerometers, these observations will measure

    the relationship between the quality of interactions and

    children’s physical activity.

    Ethics and dissemination: The results of this study

    will be disseminated through peer-reviewed

    publications and presentations. Ethical approval was

    obtained through the University of Wollongong Human

    Research Ethics Committee (HE14/330).

Publication Date


  • 2017

Citation


  • Tonge, K. L., Jones, R. A., Hagenbuchner, M., Nguyen, T. V. & Okely, A. D. (2017). Educator engagement and interaction and children’s physical activity in early childhood education and care settings: an observational study protocol. BMJ Open, 7 (2), e014423-1-e014423-8.

Scopus Eid


  • 2-s2.0-85012073799

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3900&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2897

Has Global Citation Frequency


Start Page


  • e014423-1

End Page


  • e014423-8

Volume


  • 7

Issue


  • 2

Place Of Publication


  • United Kingdom

Abstract


  • Introduction: The benefits of regular physical activity

    for children are significant. Previous research has

    addressed the quantity and quality of children’s

    physical activity while in early childhood education and

    care (ECEC) settings, yet little research has investigated

    the social and physical environmental influences on

    physical activity in these settings. The outcomes of this

    study will be to measure these social and physical

    environmental influences on children’s physical activity

    using a combination of a real-time location system

    (RTLS) (a closed system that tracks the location of

    movement of participants via readers and tags),

    accelerometry and direct observation.

    Methods and analysis: This study is the first of its

    kind to combine RTLSs and accelerometer data in

    ECEC settings. It is a cross-sectional study involving

    ∼100 educators and 500 children from 11 ECEC

    settings in the Illawarra region of New South Wales,

    Australia. A RTLS and Actigraph GT3X+

    accelerometers will be concurrently used to measure

    the level and location of the children’s and educators’

    physical activity while in outside environments.

    Children and educators will wear accelerometers on

    their hip that record triaxial acceleration data at

    100 Hz. Children and educators will also wear a tag

    watch on their wrist that transmits a signal to anchors

    of the RTLS and the triangulation of signals will

    identify their specific location. In addition to these, up

    to three random periods (10–25 min in length) will be

    used to collect observational data each day and

    assessed with the classroom assessment and scoring

    system to measure the quality of interactions. In

    conjunction with the real-time location system (RTLS)

    and accelerometers, these observations will measure

    the relationship between the quality of interactions and

    children’s physical activity.

    Ethics and dissemination: The results of this study

    will be disseminated through peer-reviewed

    publications and presentations. Ethical approval was

    obtained through the University of Wollongong Human

    Research Ethics Committee (HE14/330).

Publication Date


  • 2017

Citation


  • Tonge, K. L., Jones, R. A., Hagenbuchner, M., Nguyen, T. V. & Okely, A. D. (2017). Educator engagement and interaction and children’s physical activity in early childhood education and care settings: an observational study protocol. BMJ Open, 7 (2), e014423-1-e014423-8.

Scopus Eid


  • 2-s2.0-85012073799

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3900&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2897

Has Global Citation Frequency


Start Page


  • e014423-1

End Page


  • e014423-8

Volume


  • 7

Issue


  • 2

Place Of Publication


  • United Kingdom