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What is the impact of professional learning on physical activity interventions among preschool children? A systematic review

Journal Article


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Abstract


  • The purpose of this systematic review was to investigate professional learning

    models (length, mode, content) offered as part of objectively measured physical

    childcare-based interventions. A systematic review of eight electronic databases

    was conducted to June 2017. Only English, peer-reviewed studies that evaluated

    childcare-based physical activity interventions, incorporated professional learning

    and reported objectively measured physical activity were included. Study designs

    included randomized controlled trails, cluster randomized trials, experimental or

    pilot studies. The search identified 11 studies. Ten studies objectively measured

    physical activity using accelerometers; five studies used both accelerometer and

    direct observation tools and one study measured physical activity using direct

    observation only. Seven of these studies reported statistically significant intervention

    effects. Only six studies described all components of professional learning,

    but only two studies reported specific professional learning outcomes and physical

    activity outcomes. No patterns were identified between the length, mode and content

    of professional learning and children’s physical activity outcomes in childcare

    settings. Educators play a critical role in modifying children’s levels of physical

    activity in childcare settings. The findings of this review suggest that professional

    learning offered as part of a physical activity intervention that potentially impacts

    on children’s physical activity outcomes remains under-reported.

Publication Date


  • 2018

Citation


  • Peden, M. E., Okely, A. D., Eady, M. J. & Jones, R. A. (2018). What is the impact of professional learning on physical activity interventions among preschool children? A systematic review. Clinical Obesity, 8 (4), 285-299.

Scopus Eid


  • 2-s2.0-85055190425

Ro Full-text Url


  • https://ro.uow.edu.au/context/sspapers/article/4778/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3769

Number Of Pages


  • 14

Start Page


  • 285

End Page


  • 299

Volume


  • 8

Issue


  • 4

Place Of Publication


  • United Kingdom

Abstract


  • The purpose of this systematic review was to investigate professional learning

    models (length, mode, content) offered as part of objectively measured physical

    childcare-based interventions. A systematic review of eight electronic databases

    was conducted to June 2017. Only English, peer-reviewed studies that evaluated

    childcare-based physical activity interventions, incorporated professional learning

    and reported objectively measured physical activity were included. Study designs

    included randomized controlled trails, cluster randomized trials, experimental or

    pilot studies. The search identified 11 studies. Ten studies objectively measured

    physical activity using accelerometers; five studies used both accelerometer and

    direct observation tools and one study measured physical activity using direct

    observation only. Seven of these studies reported statistically significant intervention

    effects. Only six studies described all components of professional learning,

    but only two studies reported specific professional learning outcomes and physical

    activity outcomes. No patterns were identified between the length, mode and content

    of professional learning and children’s physical activity outcomes in childcare

    settings. Educators play a critical role in modifying children’s levels of physical

    activity in childcare settings. The findings of this review suggest that professional

    learning offered as part of a physical activity intervention that potentially impacts

    on children’s physical activity outcomes remains under-reported.

Publication Date


  • 2018

Citation


  • Peden, M. E., Okely, A. D., Eady, M. J. & Jones, R. A. (2018). What is the impact of professional learning on physical activity interventions among preschool children? A systematic review. Clinical Obesity, 8 (4), 285-299.

Scopus Eid


  • 2-s2.0-85055190425

Ro Full-text Url


  • https://ro.uow.edu.au/context/sspapers/article/4778/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3769

Number Of Pages


  • 14

Start Page


  • 285

End Page


  • 299

Volume


  • 8

Issue


  • 4

Place Of Publication


  • United Kingdom