Health and Rehabilitation Sciences Program, Faculty of Health Sciences, University of Western Ontario, London, ON, Canada.
School of Health Studies, Faculty of Health Sciences, University of Western Ontario, London, ON, Canada.
BMC Public Health. 2020 Oct 23;20(1):1600. doi: 10.1186/s12889-020-09670-w.
Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students.
Purposeful sampling of Canadian/international researchers was used to form two expert panels: a PA/SB expert panel (n = 26), and a Canadian ECE panel (n = 35). The PA/SB experts suggested their top 12 PA/SB topics for the module via online survey. These topics were then pooled to generate a list of 19 content areas. In a second online survey, both panels of experts rated the importance of each content area (0 = unimportant to 5 = very important). Mean ratings (M) were ranked separately for each panel, and then ratings were pooled to create an overall ranking of the 19 content areas. Inter-panel agreement of importance rankings was visually represented as a scatterplot and quantified using Spearman's rho (r).
The top-rated content area was Outdoor Play (M = 4.77 ± 0.64), followed by Benefits of PA in the Early Years (M = 4.75 ± 0.66), and Factors Influencing PA and SB in Childcare (M = 4.71 ± .74). Monitor PA and Sedentary Time Within Your Classroom had the lowest combined score (M = 3.77 ± 1.44). There was moderate-to strong inter-panel agreement for content area importance rankings (r = 0.60, 95% CI: 0.20 to 0.83). The majority of the ECE expert panel considered this training important for ECE students (94.3%), aligning with ECE curriculum objectives (91.4%) and accreditation standards (78.8%), and complementary to the present ECE curriculum (88.6%).
Providing PA and SB training to ECE students is a proactive way to ensure healthy movement behaviours are prioritized in childcare programming. With the PA/SB expert-developed content areas, and endorsement by the ECE expert panel, implementing this training within ECE programs is a necessary next step.
幼儿教育工作者在促进儿童保育中的健康活动行为方面发挥着重要作用。然而，他们表示缺乏适当的职前培训，无法自信地领导儿童保育中的体育活动（PA）和减少久坐行为（SB）。因此，本德尔菲研究的目的是生成并就包含在幼儿教育（ECE）学生的 PA 和 SB 电子学习模块中的内容领域达成一致意见。
使用加拿大/国际研究人员的有目的抽样，组成两个专家小组：PA/SB 专家小组（n=26）和加拿大 ECE 小组（n=35）。PA/SB 专家通过在线调查建议模块中他们的前 12 个 PA/SB 主题。然后将这些主题汇总，生成 19 个内容领域的列表。在第二次在线调查中，两个专家小组都对每个内容领域的重要性进行了评分（0=不重要到 5=非常重要）。分别对每个小组的平均评分（M）进行排名，然后对评分进行汇总，创建 19 个内容领域的总体排名。专家小组之间的重要性排名的一致性通过散点图进行直观表示，并使用 Spearman rho（r）进行量化。
评价最高的内容领域是户外游戏（M=4.77±0.64），其次是幼儿 PA 的益处（M=4.75±0.66），以及影响儿童保育中 PA 和 SB 的因素（M=4.71±0.74）。在课堂内监测 PA 和久坐时间的得分最低（M=3.77±1.44）。内容领域重要性排名的专家小组之间存在中度到高度的一致性（r=0.60，95%CI：0.20 到 0.83）。大多数 ECE 专家小组认为这种培训对 ECE 学生很重要（94.3%），与 ECE 课程目标（91.4%）和认证标准（78.8%）一致，并且与目前的 ECE 课程互补（88.6%）。
为 ECE 学生提供 PA 和 SB 培训是一种积极主动的方式，可以确保在儿童保育计划中优先考虑健康的运动行为。有了 PA/SB 专家制定的内容领域，并得到 ECE 专家小组的认可，在 ECE 计划中实施这种培训是下一步的必要措施。
