The Efficacy of the TEACH e-Learning Course at Improving Early Childhood Education Students’ Physical Activity and Sedentary Behaviour Related Self-Efficacy, Knowledge, Intentions, and Perceived Behavioural Control
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Promoting high levels of physical activity and reducing sedentary behaviour in early childhood is essential for children’s health and wellbeing. However, despite existing recommendations, pre-service early childhood educators do not receive adequate training to promote physical activity and reduce sedentary behaviour among young children in childcare settings. This study aimed to evaluate the efficacy of the TEACH e-Learning course in enhancing physical activity and sedentary behaviour-related self-efficacy, knowledge, and behavioural intentions among a sample of pre-service early childhood educators (ECEs) across Canada. For this study, a quasi-experimental design was used, with participants (175 intervention, 117 comparison) recruited from 19 English-speaking Canadian colleges and universities offering pre-service ECE programs. The intervention group completed a 4-module e-Learning course on physical activity and sedentary behaviour, including subtopics on risky play and screen time. Data were collected at baseline, post-intervention, and 3-month follow-up using validated questionnaires. Changes in outcomes (e.g., self-efficacy, knowledge, behaviour intentions and control) were examined using linear mixed-effects models. Significant improvements were observed in the intervention group’s task self-efficacy (d = 0.54), knowledge of physical activity and sedentary behaviour guidelines (d = 0.66), and intentions to promote physical activity and reduce sedentary behaviour (0.38 ≤ d ≤ 0.44) post-intervention compared to the comparison group. However, these gains were not sustained at the 3-month follow-up. Perceived behavioural control showed limited improvement, and the intervention did not significantly impact intentions to avoid screen time. The TEACH e-Learning course improved short-term self-efficacy, knowledge, and behavioural intentions related to physical activity and sedentary behaviour among pre-service ECEs. However, the results of this study have shown that there are factors affecting desired outcomes that can not be adequately resolved through short-term training. Integrating such courses into pre-service training programs could enhance ECEs’ competencies in promoting physical activity, benefiting children’s long-term health. Further research should explore more long-term strategies to promote retention of increases in self-efficacy, knowledge and behavioural intentions related to physical activity and sedentary behaviour among ECEs.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle