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

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.