Pre- and in-service Early Childhood Educators' knowledge, self-efficacy, and intentions following an e-learning course in physical activity and sedentary behaviour
Bibliographic record
Abstract
Background: Early childhood educators (ECEs) are important daytime role models for young children; they program and lead physical activity (PA) and sedentary behaviour (SB) opportunities in childcare. Despite this important role, ECEs have noted receiving little PA and SB-related training during their pre-service schooling. Purpose: The purpose of this pilot study was to examine the influence of an e-Learning course in PA and SB on pre- and in-service ECEs’ knowledge, self-efficacy, behavioural intention, and perceived behavioural control. Methods: A pre-post pilot study, part of the larger Training pre-service EArly CHildhood educators (TEACH) study, was conducted with pre-service ECEs recruited from three Canadian colleges, while in-service ECEs were recruited via social media. ECEs completed an online survey via Qualtrics prior to, and immediately following the completion of the e-Learning course (~5 hours). McNemar Chi-Square tests and paired samples t-tests were used to examine changes in ECEs’ question-specific, and total knowledge scores, while Wilcoxon Signed Ranks tests were run to examine changes in self-efficacy, behavioural intention, and perceived behavioural control. Results: A significant increase in both pre- (n = 32) and in-service (n = 121) ECEs’ knowledge from pre- to post-course completion was observed. Additionally, significant positive changes across self-efficacy, behavioural intention, and perceived behavioural control items were displayed by in-service ECEs, while pre-service ECEs exhibited significance for these tools for select items only. Conclusions: These findings offer preliminary evidence of the appropriateness of an e-Learning course for improving ECEs’ knowledge, self-efficacy, behavioural intention, and perceived behavioural control to support physical activity and minimize sedentary time in childcare. Funding: Social Sciences and Humanities Research Council.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".