Abstract
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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.