Adams Emma K, Nathan Andrea, George Phoebe, Trost Stewart G, Schipperijn Jasper, Christian Hayley
Telethon Kids Institute, University of Western Australia, Perth, WA 6009, Australia.
School of Population and Global Health, University of Western Australia, Perth, WA 6009, Australia.
Children (Basel). 2024 Mar 25;11(4):390. doi: 10.3390/children11040390.
Limited research investigates early childhood education and care (ECEC) educators' involvement in promoting physical activity. The aim was to identify distinct profiles based on physical activity-related practices and psychosocial factors in ECEC educators and examine how they relate to the amount of time allocated to children's physical activity. A secondary analysis of educator-reported survey data from the Play Active study was undertaken. Educators ( = 532) reported on four practices and four psychosocial subscales adapted from the Environment and Policy Evaluation and Observation relating to the provision of physical activity in childcare. Latent profile analysis was used to identify distinct groups of educators based on their practices and psychosocial factors. Logistic regression analysed associations between latent profiles and educator-reported time provided for children's physical activity. Five profiles of educators' physical activity-related practices and psychosocial factors were identified. Profiles with higher practice scores also had higher psychosocial scores. Educators in profiles characterised by higher scores had greater odds of meeting the best practice guidelines for daily time allocated to children for total physical activity and energetic play. This study highlights interventions which address multiple educator behaviour change determinants to improve children's physical activity in childcare.
有限的研究调查了幼儿教育与保育（ECEC）教育工作者在促进体育活动方面的参与情况。其目的是根据ECEC教育工作者与体育活动相关的实践和社会心理因素确定不同的类型，并研究它们与分配给儿童体育活动时间的关系。对来自“积极玩耍”研究中教育工作者报告的调查数据进行了二次分析。教育工作者（n = 532）报告了四项实践以及从与儿童保育中体育活动提供相关的环境与政策评估及观察中改编而来的四个社会心理子量表。潜在剖面分析用于根据教育工作者的实践和社会心理因素确定不同的群体。逻辑回归分析了潜在剖面与教育工作者报告的为儿童提供的体育活动时间之间的关联。确定了教育工作者与体育活动相关的实践和社会心理因素的五种类型。实践得分较高的类型其社会心理得分也较高。得分较高类型的教育工作者更有可能符合为儿童分配的每日总体育活动和充满活力玩耍时间的最佳实践指南。本研究强调了针对多种教育工作者行为改变决定因素的干预措施，以改善儿童保育中的体育活动。
