Training Early Childhood Educators to Increase Children's Physical Activity: The TEACH-Preschooler Study

NCT05359536 | Completed

• 1 other identifier: R4368A35
• Study Type: interventional
• Target: 145
• Locations: 1 country
• Sites: 1

Brief Summary

This study aims to determine the effect of delivering a physical activity e-learning course to early childhood educators on young children's physical activity and sedentary behaviour while at childcare. It is hypothesized that levels of physical activity will increase and levels of sedentary behaviours will decrease during time spent in childcare in a sample of children who attend early childcare centres where early childhood educators have completed the physical activity e-learning course compared to children in centres where early childhood educators are randomized to not receive the intervention. Differences in changes in several secondary outcomes including fundamental movement skills, parent's perceptions of children's fundamental movement skills, children's cognitive development, emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behaviours will also be examined.

Conditions

Physical Activity

Keywords

Physical activity; Fundamental movement skills; E-learning; Preschool

Outcome Measures

Primary Outcomes (1)

• Change in children's device measured moderate-to-vigorous physical activity while at childcare measured

  Assessed using ActiGraph GT3X+ accelerometers worn on each child's right hip for 5 consecutive days (Monday-Friday) while at childcare. Age-specific validated accelerometer cut-points will be used to calculate time spent in moderate-to-vigorous physical activity (i.e. \>420 counts/15-second epoch). Children will be considered to have valid accelerometer data if they have at least 5 hours of accelerometer data on 2 days. Accelerometer non-wear time will be identified as any period with 20 consecutive minutes of zero counts.

  Baseline, post-intervention (2-weeks), and 3-months follow-up

Secondary Outcomes (4)

• Change in children's device sedentary behaviours while at childcare

  Baseline, post-intervention (2-weeks), and 3-months follow-up

• Change in children's fundamental movement skills

  Baseline and 3-months follow-up

• Change in parent's perceptions of fundamental movement skill proficiency

  Baseline and 3-months follow-up

• Changes in scores on the Strengths and Difficulties Questionnaire

  Baseline and 3-months follow-up

Study Arms (2)

E-learning Intervention

EXPERIMENTAL

Early career educators in the intervention condition will be asked to complete a 5-hour e-learning course over a two week timeframe. The four module e-learning course was developed using the Delphi technique and covers physical activity and sedentary guidelines, physical activity and sedentary behaviours in the childcare environment, how to promote physical activity and reduce sedentary behaviours in young children, and a resource library.

Behavioral: Training Early Childhood educators in PA

Usual Practice Control

NO INTERVENTION

Early career educators in the control condition will be asked to continue with their usual practices. They will be invited to complete the e-learning course after the study period.

Interventions

Training Early Childhood educators in PA BEHAVIORAL

The four module e-learning course was developed using the Delphi technique and covers physical activity and sedentary guidelines, physical activity and sedentary behaviours in the childcare environment, how to promote physical activity and reduce sedentary behaviours in young children, and a resource library.

E-learning Intervention

Eligibility Criteria

• Age: 30 Months - 60 Months
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Childcare Centres:
• Located in London, ON, Canada
• Have at least 1 preschool classroom
• Open every weekday
• Operate for at least 8 hours on weekdays
• All early childhood educators are willing to participate in the study
• Staff are English speaking
• Early Childhood Educators:
• Employed at a participating childcare centre
• English speaking
• Children:
• Enrolled at a participating childcare centre
• Between the ages 2.5-5 years at baseline
• Are expected to remain at the childcare centre for the duration of the study period

You may not qualify if:

• Childcare Centres:
• Not located in London, ON, Canada
• Do not have at least 1 preschool classroom
• Not open every weekday
• Do not operate for at least 8 hours on weekdays
• Not all early childhood educators are willing to participate in the study
• Staff do not speak English
• Early Childhood Educators:
• Not employed at a participating childcare centre
• Do not speak English
• Children:
• Not enrolled at a participating childcare centre
• Not between the ages 2.5-5 years at baseline
• Not expected to remain at the childcare centre for the duration of the study period

Sponsors & Collaborators

• Western University, Canada: lead

Study Sites (1)

Child Health and Physical Activity Lab

London, Ontario, Canada

Location

Related Publications (1)

• Phillips SM, Bourke M, Bruijns BA, Vanderloo L, Loh A, Saravanamuttoo K, Tucker P. Associations Between Childcare Physical Activity and Sedentary Time and Early Childhood Developmental Outcomes: A Compositional and Isotemporal Substitution Analysis. Child Care Health Dev. 2024 Nov;50(6):e70011. doi: 10.1111/cch.70011.

  PMID: 39569560 DERIVED

MeSH Terms

Conditions

Motor Activity

Condition Hierarchy (Ancestors)

Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: April 22, 2022
• First Posted: May 4, 2022
• Study Start: June 20, 2022
• Primary Completion: August 28, 2023
• Study Completion: August 28, 2023
• Last Updated: March 20, 2024

Record last verified: 2024-03

Data Sharing

• IPD Sharing: Will not share

Locations

CA (1)