Skip to main content
placeholder image

The association between staff intention and pre-schoolers’ physical activity in early childhood education and care services

Journal Article


Abstract


  • Intentional teaching practices of early childhood education and care (ECEC) educators have a profound influence on children’s learning and health. The aim of this study was to assess the relationship between educator intentionality and pre-schoolers physical activity. Objectively measured physical activity (Actigraphs) was measured on 225 preschool-aged children (mean age = 3.95 ± 0.35 years, 44.9% girls) from 21 ECEC centres. Educator’s intentional teaching practices in relation to physical activity learning experiences were assessed using a 10-item direct observation instrument. In centres with high intentionality scores (scores 6–10, n = 7, 33%) children spent significantly more time in moderate-to-vigorous-intensity physical activity (p =.001, d = 0.45) compared to those centres with lower intentionality (scores 0–5). In high intentionality scoring centres, educators consistently took an active participatory role rather than a passive role. This study highlights the importance of educator intentional teaching practices in relation to physical activity for pre-schoolers physical activity.

Publication Date


  • 2018

Citation


  • Veldman, S. L.C., Stanley, R. M., Okely, A. D. & Jones, R. A. (2018). The association between staff intention and pre-schoolers’ physical activity in early childhood education and care services. Early Child Development and Care, Online First 1-9.

Scopus Eid


  • 2-s2.0-85058368760

Number Of Pages


  • 8

Start Page


  • 1

End Page


  • 9

Volume


  • Online First

Place Of Publication


  • United Kingdom

Abstract


  • Intentional teaching practices of early childhood education and care (ECEC) educators have a profound influence on children’s learning and health. The aim of this study was to assess the relationship between educator intentionality and pre-schoolers physical activity. Objectively measured physical activity (Actigraphs) was measured on 225 preschool-aged children (mean age = 3.95 ± 0.35 years, 44.9% girls) from 21 ECEC centres. Educator’s intentional teaching practices in relation to physical activity learning experiences were assessed using a 10-item direct observation instrument. In centres with high intentionality scores (scores 6–10, n = 7, 33%) children spent significantly more time in moderate-to-vigorous-intensity physical activity (p =.001, d = 0.45) compared to those centres with lower intentionality (scores 0–5). In high intentionality scoring centres, educators consistently took an active participatory role rather than a passive role. This study highlights the importance of educator intentional teaching practices in relation to physical activity for pre-schoolers physical activity.

Publication Date


  • 2018

Citation


  • Veldman, S. L.C., Stanley, R. M., Okely, A. D. & Jones, R. A. (2018). The association between staff intention and pre-schoolers’ physical activity in early childhood education and care services. Early Child Development and Care, Online First 1-9.

Scopus Eid


  • 2-s2.0-85058368760

Number Of Pages


  • 8

Start Page


  • 1

End Page


  • 9

Volume


  • Online First

Place Of Publication


  • United Kingdom