Early Childhood Education Candidates' Perspectives of Their Importance and Responsibility for Promoting Physical Activity and Minimizing Screen-Viewing Opportunities in Childcare
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| Title: | Early Childhood Education Candidates' Perspectives of Their Importance and Responsibility for Promoting Physical Activity and Minimizing Screen-Viewing Opportunities in Childcare |
|---|---|
| Language: | English |
| Authors: | Bruijns, Brianne A., Adamo, Kristi B., Burke, Shauna M., Carson, Valerie, Irwin, Jennifer D., Naylor, Patti-Jean, Timmons, Brian W., Vanderloo, Leigh M., Tucker, Patricia |
| Source: | Journal of Early Childhood Teacher Education. 2022 43(1):87-104. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Preschool Education |
| Descriptors: | Preservice Teachers, Preschool Teachers, Student Attitudes, Teacher Responsibility, Physical Activity Level, Health Promotion, Mass Media Use, Foreign Countries, Life Style, Health Behavior, Child Care |
| Geographic Terms: | Canada |
| DOI: | 10.1080/10901027.2020.1818651 |
| ISSN: | 1090-1027 |
| Abstract: | Educators strongly influence young children's behaviors, and their perspectives regarding physical activity (PA) and screen-viewing (SV) may influence their provision in childcare. This study gathered early childhood education (ECE) candidates' perspectives regarding: (1) the importance of their role(s) in promoting PA/reducing SV; (2) how their ECE program and personal PA may influence these perspectives; and (3) their interest in PA/SV training. An online survey was completed by 1,292 ECE candidates from 61 programs. Descriptive statistics and chi-square tests explored these perspectives by PA/SV courses taken and by meeting the Canadian adult PA guideline. ECE candidates with PA-related training reported higher perceived importance (n=2 items; p<0.05*) and personal responsibility (n=4 items; p<0.05) for items related to teaching PA, compared to those without training. SV training was not reported to influence their perspectives. Candidates who reported meeting the PA guideline reported higher importance (n=3 items; p<0.05) and personal responsibility (n=3 items; p<0.05) for items related to promoting PA, than those not meeting the guidelines. Most candidates (77.5%-93.3%) showed interest in further PA/SV training. Findings underscore the benefit of PA-related training, and personal PA habits, with regard to positively influencing ECE candidates' values and perceptions of their role in promoting PA in childcare. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1340309 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFSrw8-CGuArFQK2omC-h1aAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDK_Xulj4EepjZKuzzgIBEICBmt8RkKUnX3BbJG3diH_6MmnNn6-KUBBXDGCa8B1TpHGcHC8cTu68bjySejcgCz2UYP-u8drjNNmlimNGEAzWdk42X5Lb1ocTGi2dxW1zcM4NekpzLB9YlJI-1VF-qLBrF2CV775nSCIffXE9wCOFBMqTrtrM07iCq3Bn5cGY28iWqXfMHelyKpCRxOaDZJn5Z3fFj7jhJN8MBBg= Text: Availability: 1 Value: <anid>AN0156005130;[15u7]01jan.22;2022Mar31.05:41;v2.2.500</anid> <title id="AN0156005130-1">Early childhood education candidates' perspectives of their importance and responsibility for promoting physical activity and minimizing screen-viewing opportunities in childcare </title> <sbt id="AN0156005130-2">Introduction</sbt> <p>Educators strongly influence young children's behaviors, and their perspectives regarding physical activity (PA) and screen-viewing (SV) may influence their provision in childcare. This study gathered early childhood education (ECE) candidates' perspectives regarding: 1. the importance of their role(s) in promoting PA/reducing SV; 2. how their ECE program and personal PA may influence these perspectives; and, 3. their interest in PA/SV training. An online survey was completed by 1,292 ECE candidates from 61 programs. Descriptive statistics and chi-square tests explored these perspectives by PA/SV courses taken and by meeting the Canadian adult PA guideline. ECE candidates with PA-related training reported higher perceived importance (n= 2 items; p&lt;.05*) and personal responsibility (n= 4 items; p&lt;.05) for items related to teaching PA, compared to those without training. SV training was not reported to influence their perspectives. Candidates who reported meeting the PA guideline reported higher importance (n= 3 items; p&lt;.05) and personal responsibility (n= 3 items; p&lt;.05) for items related to promoting PA, than those not meeting the guidelines. Most candidates (77.5%-93.3%) showed interest in further PA/SV training. Findings underscore the benefit of PA-related training, and personal PA habits, with regard to positively influencing ECE candidates' values and perceptions of their role in promoting PA in childcare.</p> <p>Early experiences in physical activity, often in the form of active play, are essential in supporting young children's (&lt;5 years) physical, psychosocial, and cognitive development and wellbeing (Carson et al., [<reflink idref="bib7" id="ref1">7</reflink>], [<reflink idref="bib9" id="ref2">9</reflink>]; Figueroa &amp; An, [<reflink idref="bib20" id="ref3">20</reflink>]; Timmons et al., [<reflink idref="bib49" id="ref4">49</reflink>]). In contrast, excessive sedentary behavior (e.g., prolonged sitting time [&gt;1 h at a time]), particularly in the form of screen-viewing, is associated with decreased psychosocial health and cognitive development, as well as poorer attention and irregular sleep (Carson et al., [<reflink idref="bib8" id="ref5">8</reflink>]; Leblanc et al., [<reflink idref="bib34" id="ref6">34</reflink>]). Considering young children develop physical activity and screen-viewing habits from an early age (Reilly et al., [<reflink idref="bib42" id="ref7">42</reflink>]), and these behaviors tend to track into later childhood and adolescence (Jones, Hinkley, Okely, &amp; Salmon, [<reflink idref="bib32" id="ref8">32</reflink>]), it is essential to foster appropriate physical activity and sedentary behaviors early to maintain overall health.</p> <p>In Canada, approximately 68% of 1- to 3-year-olds, and 65% of 4- to 5-year-olds attend some form of childcare (Statistics Canada, [<reflink idref="bib46" id="ref9">46</reflink>]), and spend upward of 29 h per week in this setting (Bushnik, [<reflink idref="bib4" id="ref10">4</reflink>]). Recent studies conducted within childcare have reported low physical activity levels among children (Adamo et al., [<reflink idref="bib1" id="ref11">1</reflink>]; Kuzik, Clark, Ogden, Harber, &amp; Carson, [<reflink idref="bib33" id="ref12">33</reflink>]; Vanderloo et al., [<reflink idref="bib57" id="ref13">57</reflink>]). In fact, Vanderloo et al. ([<reflink idref="bib57" id="ref14">57</reflink>]) reported that young Canadian children engaged in only 1.54 min/h of moderate-to vigorous-intensity physical activity (MVPA) during childcare (translating to only 12.32 min/8-h childcare day – setting preschoolers back from achieving their recommended 60 min of MVPA/day; Canadian Society for Exercise Physiology, [<reflink idref="bib6" id="ref15">6</reflink>]; World Health Organization, [<reflink idref="bib60" id="ref16">60</reflink>]). Further, Tucker, Vanderloo, Burke, Irwin, and Johnson ([<reflink idref="bib51" id="ref17">51</reflink>]) reported Canadian preschoolers engaged in 41.62 min/h of sedentary behavior within this setting. Similar trends in movement behaviors are evident among young children in childcare settings globally (O'Brien, Vanderloo, Bruijns, Truelove, &amp; Tucker, [<reflink idref="bib38" id="ref18">38</reflink>]). In a systematic review by O'Brien et al. ([<reflink idref="bib38" id="ref19">38</reflink>]), which included data from 11 countries, 87% (<emph>n</emph>= 40) of studies reporting on preschoolers' MVPA during childcare hours (<emph>n</emph>= 46) recorded MVPA rates of &lt;10 min/h. Further, a systematic review by Vanderloo ([<reflink idref="bib54" id="ref20">54</reflink>]), with data from the United States and Australia, revealed that preschoolers in center-based childcare engage in 0.1 to 1.3 h/day of screen time. With the childcare environment itself accounting for up to 50% of the variation in young children's physical activity (Finn, Johannsen, &amp; Specker, [<reflink idref="bib22" id="ref21">22</reflink>]), it is important to consider childcare center characteristics that can be adapted to better promote healthy movement behaviors in this setting.</p> <p>Many characteristics of the childcare environment have been noted to influence children's physical activity and sedentary behavior (e.g., portable play equipment, provision of outdoor time, size of indoor play area; Henderson, Grode, O'Connell, &amp; Schwartz, [<reflink idref="bib29" id="ref22">29</reflink>]). However, recent research has highlighted early childhood educators as essential to lead, encourage, and role model physical activity in childcare (Henderson et al., [<reflink idref="bib29" id="ref23">29</reflink>]; Hesketh, Lakshman, &amp; Sluijs, [<reflink idref="bib30" id="ref24">30</reflink>]). For this reason, they remain a strong focus of efforts to improve the physical activity behaviors of young children in this setting (Adamo et al., [<reflink idref="bib1" id="ref25">1</reflink>]; Pate et al., [<reflink idref="bib40" id="ref26">40</reflink>]; Tucker et al., [<reflink idref="bib52" id="ref27">52</reflink>]). Educators are often responsible for creating the daily programming in their childcare classrooms (Robinson, Wadsworth, &amp; Peoples, [<reflink idref="bib43" id="ref28">43</reflink>]), and the amount of physical activity they incorporate in their programming often reflects the importance they place on this behavior (Copeland, Kendeigh, Saelens, Kalkwarf, &amp; Sherman, [<reflink idref="bib14" id="ref29">14</reflink>]; Dyment &amp; Coleman, [<reflink idref="bib19" id="ref30">19</reflink>]; Hesketh et al., [<reflink idref="bib30" id="ref31">30</reflink>]). With the impact educator values play on young children's physical activity in childcare (Dyment &amp; Coleman, [<reflink idref="bib19" id="ref32">19</reflink>]), it is important to consider early childhood educators' perceived responsibility with regard to promoting physical activity and minimizing screen-viewing. Wilke, Opdenakker, Kremers, and Gubbels ([<reflink idref="bib59" id="ref33">59</reflink>]) discovered via interviews that early childhood educators felt they were not responsible for the promotion of physical activity in childcare, as they believed the children in their care were active enough (Wilke et al., [<reflink idref="bib59" id="ref34">59</reflink>]). Further, with time constraints noted as a barrier to the provision of physical activity opportunities in childcare, educators noted that they only programmed activities permitted within their center's childcare regulation (Wilke et al., [<reflink idref="bib59" id="ref35">59</reflink>]). Considering physical activity and screen-viewing regulations for childcare centers are lacking in many jurisdictions across Canada (Ott, Vanderloo, &amp; Tucker, [<reflink idref="bib39" id="ref36">39</reflink>]; Vanderloo &amp; Tucker, [<reflink idref="bib55" id="ref37">55</reflink>]), and in other countries (Duffey, Slining, &amp; Benjamin Neelon, [<reflink idref="bib18" id="ref38">18</reflink>]; Gerritsen, Morton, &amp; Wall, [<reflink idref="bib27" id="ref39">27</reflink>]), active opportunities for young children may only be provided if educators feel interested and/or personally responsible to do so. Physical activity training in early childhood teacher education programs has been shown to influence pre-service educators' related knowledge and self-efficacy (Bruijns et al., [<reflink idref="bib3" id="ref40">3</reflink>]); as such, it is logical to posit that early childhood teacher education programs may similarly influence pre-service educators' physical activity and screen-viewing values and beliefs, thus warranting further exploration.</p> <p>While research has been conducted in childcare settings regarding early childhood educators' perspectives of physical activity promotion (Copeland et al., [<reflink idref="bib14" id="ref41">14</reflink>]; Wilke et al., [<reflink idref="bib59" id="ref42">59</reflink>]), there lacks research within educators' pre-service schooling (i.e., college/university Early Childhood Education [ECE] programs) to explore ECE candidates' physical activity values. This is an important avenue to explore, as it remains unclear whether early childhood educators form values related to physical activity and screen-viewing during their formal post-secondary training (through taking required courses in their ECE curriculum) or whether these values are shaped by the childcare setting they are employed in. ECE programs can play a pivotal role in shaping ECE candidates' teaching beliefs, attitudes, and values (Darling-Hammond &amp; Baratz-Snowden, [<reflink idref="bib17" id="ref43">17</reflink>]) – determining if educators form values relating to physical activity and screen-viewing in their pre-service schooling may highlight whether these educational experiences should be incorporated in ECE curricula, or if additional professional learning opportunities would benefit practicing educators. As such, the purpose of this study was to examine: 1. ECE candidates' perspectives regarding the importance they place on promoting physical activity and minimizing screen-viewing in childcare; 2. their perceived responsibility to carry out these roles; and, 3. their interest in related resources and further training. To garner an understanding of contributing factors to ECE candidates' perspectives regarding the importance and responsibility to promote physical activity and minimize screen-viewing in childcare, importance, and responsibility variables were explored in relation to: 1. ECE candidates' physical activity and screen-viewing-related training (1+ course, no courses); and, 2. ECE candidates' personal physical activity habits (meeting Canadian guideline, not meeting guideline). It was hypothesized that ECE candidates with physical activity and screen-viewing training, as well as those meeting the Canadian adult physical activity guideline (i.e., 150 min of MVPA/week; Canadian Society for Exercise Physiology, [<reflink idref="bib5" id="ref44">5</reflink>]), would report more positive perspectives regarding physical activity promotion and minimizing screen-viewing in childcare, compared to ECE candidates without related training or who were not meeting the physical activity guideline.</p> <hd id="AN0156005130-3">Methods</hd> <p></p> <hd id="AN0156005130-4">Study design and procedures</hd> <p>This was a sub-study of Bruijns et al. ([<reflink idref="bib3" id="ref45">3</reflink>]), which was cross-sectional in design, and followed a similar procedure to Martyniuk and Tucker ([<reflink idref="bib35" id="ref46">35</reflink>]) Ontario pilot study to explore Canadian ECE candidates' physical activity and screen-viewing-related knowledge, training, and self-efficacy. ECE programs and candidates were recruited to participate in the study from January to May 2018. The Non-Medical Research Ethics Board at the University of Western Ontario provided ethical approval (REB# 110246) for the conduct of this research, as well as respective research ethics boards at participating colleges/universities, when required.</p> <hd id="AN0156005130-5">Participants</hd> <p></p> <hd id="AN0156005130-6">College/university recruitment</hd> <p>Canadian colleges/universities offering an ECE program (<emph>n</emph> = 110; Retrieved from <ulink href="http://www.ccsc-cssge.ca/ece-post-secondary-information/ecec-programs">http://www.ccsc-cssge.ca/ece-post-secondary-information/ecec-programs</ulink>) were contacted via e-mails sent to program personnel (e.g., program coordinator/chair, etc.) to request participation in this research study. If no response was received within 2 weeks, a reminder e-mail was circulated. A phone call was used in cases where colleges/universities were unresponsive by e-mail.</p> <hd id="AN0156005130-7">ECE candidate recruitment and inclusion criteria</hd> <p>All ECE candidates enrolled at a participating Canadian college/university received an invitation to participate in this study, irrespective of enrollment standing (e.g., part-time/full-time), year of study, or type of ECE program (e.g., degree, diploma, or certificate). Request for completion of the online survey, administered via Qualtrics<sups>©</sups>, was disseminated by program personnel via e-mail and/or the college/university program website. A reminder e-mail was sent to candidates 3 weeks after initial invitation to maximize participation. Consent to participate was indicated by the voluntary completion of the online survey. Class sizes were recorded for each participating college/university to log response rates.</p> <hd id="AN0156005130-8">Instruments and tools</hd> <p>A detailed description of the online survey is published elsewhere (Bruijns et al., [<reflink idref="bib3" id="ref47">3</reflink>]; Martyniuk &amp; Tucker, [<reflink idref="bib35" id="ref48">35</reflink>]). In summary, the 112-item tool, developed for the purposes of this study, measured ECE candidates' knowledge (i.e., physical activity/screen-viewing documents and concepts; <emph>n</emph>= 25 items), training (i.e., physical activity and screen-viewing courses offered and concepts covered in the ECE program; <emph>n</emph>= 4 items), self-efficacy (i.e., to promote physical activity and minimize screen-viewing in childcare; <emph>n</emph>= 17 items), perspectives (i.e., regarding the importance of and responsibility in promoting physical activity and minimize screen-viewing, as well as their interest in resources and supplementary training; <emph>n</emph>= 52 items), their own physical activity behaviors (<emph>n</emph>= 5 items), and demographic information (<emph>n</emph>= 9 items). This sub-analysis focused on ECE candidates' perspectives (<emph>n</emph>= 52 items) regarding the importance of and responsibility in promoting physical activity (<emph>n</emph>= 10 items), teaching physical activity (<emph>n</emph>= 14 items), overcoming barriers to physical activity (<emph>n</emph>= 6 items), and minimizing screen-viewing (<emph>n</emph>= 4 items) in childcare, which were rated on a 6-point scale ("1 = strongly disagree" to "6 = strongly agree"). Additionally, candidates rated their interest in furthering their knowledge on a number of physical activity and screen-viewing concepts (<emph>n</emph>= 11 items) on a 6-point rating scale ("1 = strongly disinterested" to "6 = strongly interested"), and their interest in physical activity and screen-viewing-related resources (<emph>n</emph>= 7) by indicating "yes" or "no."</p> <hd id="AN0156005130-9">Data analysis</hd> <p>Responses for ECE candidates' perspectives regarding the importance and responsibility to promote physical activity and minimize screen-viewing in childcare, as well as their interest in physical activity and screen-viewing-related training, were collapsed from six to three categories (i.e., "strongly disagree/disinterested" and "disagree/disinterested" into "disagree/disinterested"; "somewhat disagree/disinterested" and "somewhat agree/interested" into "neutral"; and, "agree/interested" and "strongly agree/interested" into "agree/interested") prior to analyses. Descriptive statistics were used to report candidates' perspectives and interests regarding promoting physical activity and minimizing screen-viewing in childcare. Four chi-square tests were performed to compare candidates' perspectives regarding both <emph>importance</emph> and <emph>responsibility</emph>, depending on: 1. whether they reported completing any (1+) physical activity or screen-viewing courses; and 2. whether they reported engaging in at least 150 min of MVPA per week (Canadian Society for Exercise Physiology, [<reflink idref="bib5" id="ref49">5</reflink>]). To mitigate familywise error, the Holm–Bonferroni method was used to adjust the <emph>p-</emph>values for each set of multiple comparisons (Holm, [<reflink idref="bib31" id="ref50">31</reflink>]). SPSS© (version 25) was used to complete all statistical analyses.</p> <hd id="AN0156005130-10">Results</hd> <p></p> <hd id="AN0156005130-11">Demographics</hd> <p>Of the 110 colleges/universities offering an ECE program in Canada, 61 agreed to participate in the study (55%). A total of 1,292 of 8,089 invited ECE candidates responded to the online survey (16% response rate; see Bruijns et al., [<reflink idref="bib3" id="ref51">3</reflink>] for complete participant demographics and response rates by province/territory). Participants were from 12 provinces/territories (no participants from Nunavut), 55% were Caucasian, most were female (96.1%), and their mean age was 25.67 ± 8.65 years old. The majority of ECE candidates were in year one or two (85.2%) of a college-based diploma program (71.5%), and enrolled full time (89.1%). Only 32.2% and 26.7% of candidates reported receiving physical activity and screen-viewing training in their ECE program, respectively, and 11.3% (compared to the national average of 16% for 18- to 34-year-olds; Clarke, Colley, Jannssen, &amp; Tremblay, [<reflink idref="bib11" id="ref52">11</reflink>]) reported meeting the physical activity guideline for adults (i.e., 150 min of MVPA/week; Canadian Society for Exercise Physiology, [<reflink idref="bib5" id="ref53">5</reflink>]).</p> <hd id="AN0156005130-12">Importance of promoting physical activity and minimizing screen-viewing in childcare</hd> <p>In general, ECE candidates reported that they felt it was important to promote physical activity and minimize screen-viewing in childcare (range = 76.5% to 96.1% agreement; Table 1). Across the 17 items, ECE candidates reported "creating an environment that encourages active play" and "modeling appropriate physical activity behaviours" as most important (96.1% and 95.7%, respectively). Conversely, "leading active play opportunities in challenging weather climates" and "minimizing the use of screens as reward for good behaviour" were identified as least important, although the percentages of ECE candidates in agreement with these items were still over 75% (76.5% and 81.1%, respectively; Table 1). ECE candidates who reported completing some physical activity training during their ECE program (i.e., 1 or more courses) perceived "teaching locomotor skills, traveling actions" and "teaching rhythm skills" as significantly more important (<emph>X<sups>2</sups></emph> [<reflink idref="bib2" id="ref54">2</reflink>, _I_N_i_ = 657] = 6.028, <emph>p</emph>=.048* and <emph>X<sups>2</sups></emph> [<reflink idref="bib2" id="ref55">2</reflink>, _I_N_i_ = 657] = 10.623, <emph>p</emph>=.000*, respectively; Table 1) than candidates who did not receive physical activity training (i.e., no courses). Further, candidates who reported meeting the adult physical activity guideline perceived "creating an environment that encourages active play," "modeling appropriate physical activity/movement behaviours," and "facilitating active play for young children in a limited space" to be significantly more important (<emph>X<sups>2</sups></emph> [<reflink idref="bib2" id="ref56">2</reflink>, _I_N_i_ = 664] = 3.497, <emph>p</emph>=.000*, <emph>X<sups>2</sups></emph> [<reflink idref="bib2" id="ref57">2</reflink>, _I_N_i_ = 663] = 3.785, <emph>p</emph>=.000*, and <emph>X<sups>2</sups></emph> [<reflink idref="bib2" id="ref58">2</reflink>, _I_N_i_ = 658] = 7.415, <emph>p</emph>=.000*, respectively; Table 2) than those not meeting the guideline.</p> <p>Table 1. Early childhood education candidates' perspectives regarding the importance of promoting physical activity and minimizing screen viewing, total sample and by frequency of course content</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;It is important to ...&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;% in Agreement&lt;/td&gt;&lt;td&gt;&lt;italic&gt;X&lt;sup&gt;2&lt;/sup&gt;&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;Gamma&lt;/td&gt;&lt;td&gt;Gamma &lt;italic&gt;SE&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;T&lt;/td&gt;&lt;td&gt;Adj. &lt;italic&gt;p&lt;/italic&gt;&amp;#8224;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Total&lt;/td&gt;&lt;td&gt;No Courses&lt;/td&gt;&lt;td&gt;1+ Courses&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Importance to Promote Physical Activity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Ensure children are engaging in adequate light physical activity&lt;/td&gt;&lt;td&gt;91.5&lt;/td&gt;&lt;td&gt;90.5&lt;/td&gt;&lt;td&gt;93.7&lt;/td&gt;&lt;td&gt;1.977&lt;/td&gt;&lt;td&gt;.217&lt;/td&gt;&lt;td&gt;.151&lt;/td&gt;&lt;td&gt;1.495&lt;/td&gt;&lt;td&gt;.540&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Ensure children are engaging in adequate moderate-to-vigorous physical activity&lt;/td&gt;&lt;td&gt;89.4&lt;/td&gt;&lt;td&gt;88.4&lt;/td&gt;&lt;td&gt;92.3&lt;/td&gt;&lt;td&gt;4.899&lt;/td&gt;&lt;td&gt;.227&lt;/td&gt;&lt;td&gt;.137&lt;/td&gt;&lt;td&gt;1.720&lt;/td&gt;&lt;td&gt;.425&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Create an environment that encourages active play&lt;/td&gt;&lt;td&gt;96.1&lt;/td&gt;&lt;td&gt;95.7&lt;/td&gt;&lt;td&gt;97.7&lt;/td&gt;&lt;td&gt;1.832&lt;/td&gt;&lt;td&gt;.315&lt;/td&gt;&lt;td&gt;.228&lt;/td&gt;&lt;td&gt;1.451&lt;/td&gt;&lt;td&gt;.294&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Make good use of the environment and available equipment for play and physical activity&lt;/td&gt;&lt;td&gt;95.5&lt;/td&gt;&lt;td&gt;95.0&lt;/td&gt;&lt;td&gt;97.2&lt;/td&gt;&lt;td&gt;2.023&lt;/td&gt;&lt;td&gt;.296&lt;/td&gt;&lt;td&gt;.212&lt;/td&gt;&lt;td&gt;1.466&lt;/td&gt;&lt;td&gt;.429&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Create opportunities for outdoor risky play (e.g., tree climbing, less "hovering" on the playground, balancing activities)&lt;/td&gt;&lt;td&gt;81.5&lt;/td&gt;&lt;td&gt;81.1&lt;/td&gt;&lt;td&gt;83.5&lt;/td&gt;&lt;td&gt;.620&lt;/td&gt;&lt;td&gt;.075&lt;/td&gt;&lt;td&gt;.105&lt;/td&gt;&lt;td&gt;.722&lt;/td&gt;&lt;td&gt;.470&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Importance to Teach Physical Activity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Model appropriate physical activity/movement behaviors&lt;/td&gt;&lt;td&gt;95.7&lt;/td&gt;&lt;td&gt;95.2&lt;/td&gt;&lt;td&gt;96.8&lt;/td&gt;&lt;td&gt;.945&lt;/td&gt;&lt;td&gt;.210&lt;/td&gt;&lt;td&gt;.211&lt;/td&gt;&lt;td&gt;1.037&lt;/td&gt;&lt;td&gt;.600&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lead activities to improve children's fitness development (e.g., cardiovascular endurance, muscular strength, flexibility, &amp; coordination)&lt;/td&gt;&lt;td&gt;95.7&lt;/td&gt;&lt;td&gt;89.0&lt;/td&gt;&lt;td&gt;93.2&lt;/td&gt;&lt;td&gt;2.968&lt;/td&gt;&lt;td&gt;.254&lt;/td&gt;&lt;td&gt;.143&lt;/td&gt;&lt;td&gt;1.850&lt;/td&gt;&lt;td&gt;.320&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach about the relationship between physical activity and health&lt;/td&gt;&lt;td&gt;90.7&lt;/td&gt;&lt;td&gt;89.7&lt;/td&gt;&lt;td&gt;93.2&lt;/td&gt;&lt;td&gt;2.488&lt;/td&gt;&lt;td&gt;.217&lt;/td&gt;&lt;td&gt;.146&lt;/td&gt;&lt;td&gt;1.538&lt;/td&gt;&lt;td&gt;.496&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach locomotor skills, traveling actions (jump, gallop, hop)&lt;/td&gt;&lt;td&gt;92.8&lt;/td&gt;&lt;td&gt;91.3&lt;/td&gt;&lt;td&gt;96.3&lt;/td&gt;&lt;td&gt;6.028&lt;/td&gt;&lt;td&gt;.420&lt;/td&gt;&lt;td&gt;.163&lt;/td&gt;&lt;td&gt;2.660&lt;/td&gt;&lt;td&gt;.048*&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach play skills (bike riding, sliding, swinging, climbing)&lt;/td&gt;&lt;td&gt;89.7&lt;/td&gt;&lt;td&gt;88.8&lt;/td&gt;&lt;td&gt;92.2&lt;/td&gt;&lt;td&gt;2.344&lt;/td&gt;&lt;td&gt;.187&lt;/td&gt;&lt;td&gt;.141&lt;/td&gt;&lt;td&gt;1.375&lt;/td&gt;&lt;td&gt;.507&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach rhythm skills&lt;/td&gt;&lt;td&gt;87.4&lt;/td&gt;&lt;td&gt;84.7&lt;/td&gt;&lt;td&gt;93.6&lt;/td&gt;&lt;td&gt;10.623&lt;/td&gt;&lt;td&gt;.446&lt;/td&gt;&lt;td&gt;.122&lt;/td&gt;&lt;td&gt;3.699&lt;/td&gt;&lt;td&gt;.000*&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Use a variety of methods that encourage physical activity&lt;/td&gt;&lt;td&gt;95.2&lt;/td&gt;&lt;td&gt;94.9&lt;/td&gt;&lt;td&gt;96.3&lt;/td&gt;&lt;td&gt;.590&lt;/td&gt;&lt;td&gt;.156&lt;/td&gt;&lt;td&gt;.204&lt;/td&gt;&lt;td&gt;.794&lt;/td&gt;&lt;td&gt;.427&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Importance to Overcome Barriers to Physical Activity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Facilitate active play for young children in a limited space&lt;/td&gt;&lt;td&gt;91.7&lt;/td&gt;&lt;td&gt;92.5&lt;/td&gt;&lt;td&gt;90.7&lt;/td&gt;&lt;td&gt;.925&lt;/td&gt;&lt;td&gt;&amp;#8722;.109&lt;/td&gt;&lt;td&gt;.144&lt;/td&gt;&lt;td&gt;&amp;#8722;.727&lt;/td&gt;&lt;td&gt;.467&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lead outdoor active play opportunities even if I am tired&lt;/td&gt;&lt;td&gt;88.3&lt;/td&gt;&lt;td&gt;87.3&lt;/td&gt;&lt;td&gt;91.3&lt;/td&gt;&lt;td&gt;4.485&lt;/td&gt;&lt;td&gt;.215&lt;/td&gt;&lt;td&gt;.131&lt;/td&gt;&lt;td&gt;1.704&lt;/td&gt;&lt;td&gt;.176&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lead active play opportunities in challenging weather climates (e.g., rain, snow, extreme heat)&lt;/td&gt;&lt;td&gt;76.5&lt;/td&gt;&lt;td&gt;74.9&lt;/td&gt;&lt;td&gt;80.8&lt;/td&gt;&lt;td&gt;4.778&lt;/td&gt;&lt;td&gt;.177&lt;/td&gt;&lt;td&gt;.094&lt;/td&gt;&lt;td&gt;1.914&lt;/td&gt;&lt;td&gt;.168&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Importance to Minimize Screen Viewing&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Limit the amount of screen time children in my class engage in to less than 40 min per day (2/3 of the daily recommendation)&lt;/td&gt;&lt;td&gt;88.8&lt;/td&gt;&lt;td&gt;89.6&lt;/td&gt;&lt;td&gt;88.3&lt;/td&gt;&lt;td&gt;.575&lt;/td&gt;&lt;td&gt;&amp;#8722;.068&lt;/td&gt;&lt;td&gt;.135&lt;/td&gt;&lt;td&gt;&amp;#8722;.491&lt;/td&gt;&lt;td&gt;.624&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Minimize the use of screens as a reward for good behavior&lt;/td&gt;&lt;td&gt;81.1&lt;/td&gt;&lt;td&gt;82.6&lt;/td&gt;&lt;td&gt;79.3&lt;/td&gt;&lt;td&gt;1.618&lt;/td&gt;&lt;td&gt;&amp;#8722;.091&lt;/td&gt;&lt;td&gt;.104&lt;/td&gt;&lt;td&gt;&amp;#8722;.847&lt;/td&gt;&lt;td&gt;.794&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>1 Chi-square comparisons were between those with (1+ Courses) and without (No Courses) physical activity/screen-viewing courses; <emph>SE </emph>= Standard Error; †The Holm-Bonferroni Method (Holm, [<reflink idref="bib31" id="ref59">31</reflink>]) was applied to adjust the <emph>p</emph>-values for each set of multiple comparisons; *<emph>p</emph> &lt;0.05.</p> <p>Table 2. Early childhood education candidates' perspectives regarding the importance of promoting physical activity by meeting the adult physical activity guideline</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;It is important to ...&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;% in Agreement&lt;/td&gt;&lt;td&gt;&lt;italic&gt;X&lt;sup&gt;2&lt;/sup&gt;&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;Gamma&lt;/td&gt;&lt;td&gt;Gamma &lt;italic&gt;SE&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;T&lt;/td&gt;&lt;td&gt;Adj. &lt;italic&gt;p&lt;/italic&gt;&amp;#8224;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Meeting Guideline&lt;/td&gt;&lt;td&gt;Not Meeting Guideline&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Importance to Promote Physical Activity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Ensure children are engaging in adequate light physical activity&lt;/td&gt;&lt;td&gt;92.1&lt;/td&gt;&lt;td&gt;91.4&lt;/td&gt;&lt;td&gt;.121&lt;/td&gt;&lt;td&gt;.051&lt;/td&gt;&lt;td&gt;.221&lt;/td&gt;&lt;td&gt;.238&lt;/td&gt;&lt;td&gt;1.00&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Ensure children are engaging in adequate moderate-to-vigorous physical activity&lt;/td&gt;&lt;td&gt;90.8&lt;/td&gt;&lt;td&gt;89.3&lt;/td&gt;&lt;td&gt;.306&lt;/td&gt;&lt;td&gt;.087&lt;/td&gt;&lt;td&gt;.204&lt;/td&gt;&lt;td&gt;.447&lt;/td&gt;&lt;td&gt;1.00&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Create an environment that encourages active play&lt;/td&gt;&lt;td&gt;100.0&lt;/td&gt;&lt;td&gt;95.6&lt;/td&gt;&lt;td&gt;3.497&lt;/td&gt;&lt;td&gt;1.000&lt;/td&gt;&lt;td&gt;.000&lt;/td&gt;&lt;td&gt;4.683&lt;/td&gt;&lt;td&gt;.000*&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Make good use of the environment and available equipment for play and physical activity&lt;/td&gt;&lt;td&gt;98.7&lt;/td&gt;&lt;td&gt;95.2&lt;/td&gt;&lt;td&gt;1.990&lt;/td&gt;&lt;td&gt;.577&lt;/td&gt;&lt;td&gt;.341&lt;/td&gt;&lt;td&gt;2.146&lt;/td&gt;&lt;td&gt;.128&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Create opportunities for outdoor risky play (e.g., tree climbing, less "hovering" on the playground, balancing activities)&lt;/td&gt;&lt;td&gt;82.9&lt;/td&gt;&lt;td&gt;81.7&lt;/td&gt;&lt;td&gt;.393&lt;/td&gt;&lt;td&gt;.031&lt;/td&gt;&lt;td&gt;.156&lt;/td&gt;&lt;td&gt;.204&lt;/td&gt;&lt;td&gt;.838&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Importance to Teach Physical Activity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Model appropriate physical activity/movement behaviors&lt;/td&gt;&lt;td&gt;100.0&lt;/td&gt;&lt;td&gt;95.2&lt;/td&gt;&lt;td&gt;3.785&lt;/td&gt;&lt;td&gt;1.000&lt;/td&gt;&lt;td&gt;.000&lt;/td&gt;&lt;td&gt;4.831&lt;/td&gt;&lt;td&gt;.000*&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lead activities to improve children's fitness development (e.g., cardiovascular endurance, muscular strength, flexibility, &amp; coordination)&lt;/td&gt;&lt;td&gt;88.2&lt;/td&gt;&lt;td&gt;90.6&lt;/td&gt;&lt;td&gt;2.503&lt;/td&gt;&lt;td&gt;&amp;#8722;.119&lt;/td&gt;&lt;td&gt;.185&lt;/td&gt;&lt;td&gt;&amp;#8722;.590&lt;/td&gt;&lt;td&gt;1.00&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach about the relationship between physical activity and health&lt;/td&gt;&lt;td&gt;92.1&lt;/td&gt;&lt;td&gt;90.4&lt;/td&gt;&lt;td&gt;1.189&lt;/td&gt;&lt;td&gt;.111&lt;/td&gt;&lt;td&gt;.219&lt;/td&gt;&lt;td&gt;.542&lt;/td&gt;&lt;td&gt;1.00&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach locomotor skills, traveling actions (jump, gallop, hop)&lt;/td&gt;&lt;td&gt;95.9&lt;/td&gt;&lt;td&gt;92.5&lt;/td&gt;&lt;td&gt;1.522&lt;/td&gt;&lt;td&gt;.318&lt;/td&gt;&lt;td&gt;.272&lt;/td&gt;&lt;td&gt;1.380&lt;/td&gt;&lt;td&gt;1.00&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach play skills (bike riding, sliding, swinging, climbing)&lt;/td&gt;&lt;td&gt;89.2&lt;/td&gt;&lt;td&gt;89.7&lt;/td&gt;&lt;td&gt;.027&lt;/td&gt;&lt;td&gt;&amp;#8722;.030&lt;/td&gt;&lt;td&gt;.197&lt;/td&gt;&lt;td&gt;&amp;#8722;.147&lt;/td&gt;&lt;td&gt;.883&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach rhythm skills&lt;/td&gt;&lt;td&gt;85.3&lt;/td&gt;&lt;td&gt;87.9&lt;/td&gt;&lt;td&gt;1.975&lt;/td&gt;&lt;td&gt;&amp;#8722;.099&lt;/td&gt;&lt;td&gt;.170&lt;/td&gt;&lt;td&gt;&amp;#8722;.546&lt;/td&gt;&lt;td&gt;1.00&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Use a variety of methods that encourage physical activity&lt;/td&gt;&lt;td&gt;97.3&lt;/td&gt;&lt;td&gt;94.9&lt;/td&gt;&lt;td&gt;1.229&lt;/td&gt;&lt;td&gt;.332&lt;/td&gt;&lt;td&gt;.328&lt;/td&gt;&lt;td&gt;1.213&lt;/td&gt;&lt;td&gt;1.00&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Importance to Overcome Barriers to Physical Activity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Facilitate active play for young children in a limited space&lt;/td&gt;&lt;td&gt;100.0&lt;/td&gt;&lt;td&gt;90.9&lt;/td&gt;&lt;td&gt;7.415&lt;/td&gt;&lt;td&gt;1.000&lt;/td&gt;&lt;td&gt;.000&lt;/td&gt;&lt;td&gt;6.187&lt;/td&gt;&lt;td&gt;.000*&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lead outdoor active play opportunities even if I am tired&lt;/td&gt;&lt;td&gt;93.4&lt;/td&gt;&lt;td&gt;87.7&lt;/td&gt;&lt;td&gt;2.637&lt;/td&gt;&lt;td&gt;.317&lt;/td&gt;&lt;td&gt;.214&lt;/td&gt;&lt;td&gt;1.719&lt;/td&gt;&lt;td&gt;.172&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lead active play opportunities in challenging weather climates (e.g., rain, snow, extreme heat)&lt;/td&gt;&lt;td&gt;84.2&lt;/td&gt;&lt;td&gt;75.7&lt;/td&gt;&lt;td&gt;3.218&lt;/td&gt;&lt;td&gt;.238&lt;/td&gt;&lt;td&gt;.151&lt;/td&gt;&lt;td&gt;1.708&lt;/td&gt;&lt;td&gt;.088&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>2 Meeting guideline indicates ≥150 min of moderate-to vigorous-intensity physical activity per week (CSEP, [<reflink idref="bib5" id="ref60">5</reflink>]); Not meeting guideline indicates &lt;150 min of moderate-to vigorous-intensity physical activity per week (CSEP, [<reflink idref="bib5" id="ref61">5</reflink>]); <emph>SE </emph>= Standard Error; †The Holm-Bonferroni Method (Holm, [<reflink idref="bib31" id="ref62">31</reflink>]) was applied to adjust the <emph>p</emph>-values for each set of multiple comparisons; *<emph>p</emph> &lt;0.05.</p> <hd id="AN0156005130-13">Responsibility to promote physical activity and minimize screen viewing in childcare</hd> <p>Overall, ECE candidates were in agreement that it was their responsibility to promote physical activity and minimize screen-viewing in childcare (range = 81.1% to 96.3%; Table 3). ECE candidates perceived they were most responsible to "create an environment that encourages active play" and "make use of the environment/available equipment for physical activity" (96.3% and 96.2%, respectively). Again, while the percentages remained high, ECE candidates felt the least responsible to "lead active play opportunities in challenging weather climates" and "minimize the use of screens as reward for good behaviour" (81.1% and 82.1%, respectively) when rated across all 17 items (Table 3).</p> <p>Table 3. Early childhood education candidates' perspectives regarding responsibility to promote physical activity and minimize screen viewing, total sample, and by frequency of course content</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;It is my responsibility to ...&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;% in Agreement&lt;/td&gt;&lt;td&gt;&lt;italic&gt;X&lt;sup&gt;2&lt;/sup&gt;&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;Gamma&lt;/td&gt;&lt;td&gt;Gamma &lt;italic&gt;SE&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;T&lt;/td&gt;&lt;td&gt;Adj. &lt;italic&gt;p&lt;/italic&gt;&amp;#8224;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Total&lt;/td&gt;&lt;td&gt;No Courses&lt;/td&gt;&lt;td&gt;1+ Courses&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Responsibility to Promote Physical Activity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Ensure children are engaging in adequate light physical activity&lt;/td&gt;&lt;td&gt;93.6&lt;/td&gt;&lt;td&gt;93.4&lt;/td&gt;&lt;td&gt;94.5&lt;/td&gt;&lt;td&gt;.327&lt;/td&gt;&lt;td&gt;.100&lt;/td&gt;&lt;td&gt;.174&lt;/td&gt;&lt;td&gt;.588&lt;/td&gt;&lt;td&gt;.556&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Ensure children are engaging in adequate moderate-to-vigorous physical activity&lt;/td&gt;&lt;td&gt;91.5&lt;/td&gt;&lt;td&gt;90.7&lt;/td&gt;&lt;td&gt;94.5&lt;/td&gt;&lt;td&gt;2.991&lt;/td&gt;&lt;td&gt;.272&lt;/td&gt;&lt;td&gt;.156&lt;/td&gt;&lt;td&gt;1.821&lt;/td&gt;&lt;td&gt;.207&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Create an environment that encourages active play&lt;/td&gt;&lt;td&gt;96.3&lt;/td&gt;&lt;td&gt;95.5&lt;/td&gt;&lt;td&gt;98.2&lt;/td&gt;&lt;td&gt;3.015&lt;/td&gt;&lt;td&gt;.432&lt;/td&gt;&lt;td&gt;.224&lt;/td&gt;&lt;td&gt;2.000&lt;/td&gt;&lt;td&gt;.184&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Make good use of the environment and available equipment for play and physical activity&lt;/td&gt;&lt;td&gt;96.2&lt;/td&gt;&lt;td&gt;95.4&lt;/td&gt;&lt;td&gt;98.1&lt;/td&gt;&lt;td&gt;3.232&lt;/td&gt;&lt;td&gt;.435&lt;/td&gt;&lt;td&gt;.224&lt;/td&gt;&lt;td&gt;2.012&lt;/td&gt;&lt;td&gt;.220&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Create opportunities for outdoor risky play (e.g., tree climbing, less "hovering" on the playground, balancing activities)&lt;/td&gt;&lt;td&gt;84.9&lt;/td&gt;&lt;td&gt;83.9&lt;/td&gt;&lt;td&gt;87.6&lt;/td&gt;&lt;td&gt;1.660&lt;/td&gt;&lt;td&gt;.141&lt;/td&gt;&lt;td&gt;.116&lt;/td&gt;&lt;td&gt;1.246&lt;/td&gt;&lt;td&gt;.426&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Responsibility to Teach Physical Activity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Model appropriate physical activity/movement behaviors&lt;/td&gt;&lt;td&gt;95.7&lt;/td&gt;&lt;td&gt;94.8&lt;/td&gt;&lt;td&gt;97.7&lt;/td&gt;&lt;td&gt;3.074&lt;/td&gt;&lt;td&gt;.400&lt;/td&gt;&lt;td&gt;.209&lt;/td&gt;&lt;td&gt;1.987&lt;/td&gt;&lt;td&gt;.141&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lead activities to improve children's fitness development (e.g., cardiovascular endurance, muscular strength, flexibility, &amp; coordination)&lt;/td&gt;&lt;td&gt;92.1&lt;/td&gt;&lt;td&gt;90.4&lt;/td&gt;&lt;td&gt;95.9&lt;/td&gt;&lt;td&gt;6.387&lt;/td&gt;&lt;td&gt;.413&lt;/td&gt;&lt;td&gt;.155&lt;/td&gt;&lt;td&gt;2.742&lt;/td&gt;&lt;td&gt;.030*&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach about the relationship between physical activity and health&lt;/td&gt;&lt;td&gt;92.2&lt;/td&gt;&lt;td&gt;90.7&lt;/td&gt;&lt;td&gt;96.3&lt;/td&gt;&lt;td&gt;6.608&lt;/td&gt;&lt;td&gt;.452&lt;/td&gt;&lt;td&gt;.157&lt;/td&gt;&lt;td&gt;2.959&lt;/td&gt;&lt;td&gt;.018*&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach locomotor skills, traveling actions (jump, gallop, hop)&lt;/td&gt;&lt;td&gt;92.0&lt;/td&gt;&lt;td&gt;91.2&lt;/td&gt;&lt;td&gt;94.0&lt;/td&gt;&lt;td&gt;1.991&lt;/td&gt;&lt;td&gt;.203&lt;/td&gt;&lt;td&gt;.158&lt;/td&gt;&lt;td&gt;1.335&lt;/td&gt;&lt;td&gt;.182&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach play skills (bike riding, sliding, swinging, climbing)&lt;/td&gt;&lt;td&gt;87.7&lt;/td&gt;&lt;td&gt;85.9&lt;/td&gt;&lt;td&gt;92.6&lt;/td&gt;&lt;td&gt;6.175&lt;/td&gt;&lt;td&gt;.338&lt;/td&gt;&lt;td&gt;.129&lt;/td&gt;&lt;td&gt;2.699&lt;/td&gt;&lt;td&gt;.028*&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach rhythm skills&lt;/td&gt;&lt;td&gt;88.4&lt;/td&gt;&lt;td&gt;85.8&lt;/td&gt;&lt;td&gt;94.4&lt;/td&gt;&lt;td&gt;10.642&lt;/td&gt;&lt;td&gt;.471&lt;/td&gt;&lt;td&gt;.127&lt;/td&gt;&lt;td&gt;3.738&lt;/td&gt;&lt;td&gt;.000*&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Use a variety of methods that encourage physical activity&lt;/td&gt;&lt;td&gt;95.6&lt;/td&gt;&lt;td&gt;94.7&lt;/td&gt;&lt;td&gt;97.2&lt;/td&gt;&lt;td&gt;2.223&lt;/td&gt;&lt;td&gt;.324&lt;/td&gt;&lt;td&gt;.208&lt;/td&gt;&lt;td&gt;1.632&lt;/td&gt;&lt;td&gt;.206&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Responsibility to Overcome Barriers to Physical Activity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Facilitate active play for young children in a limited space&lt;/td&gt;&lt;td&gt;92.7&lt;/td&gt;&lt;td&gt;92.4&lt;/td&gt;&lt;td&gt;94.4&lt;/td&gt;&lt;td&gt;1.031&lt;/td&gt;&lt;td&gt;.165&lt;/td&gt;&lt;td&gt;.167&lt;/td&gt;&lt;td&gt;1.024&lt;/td&gt;&lt;td&gt;.612&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lead outdoor active play opportunities even if I am tired&lt;/td&gt;&lt;td&gt;88.3&lt;/td&gt;&lt;td&gt;87.8&lt;/td&gt;&lt;td&gt;89.4&lt;/td&gt;&lt;td&gt;3.719&lt;/td&gt;&lt;td&gt;.088&lt;/td&gt;&lt;td&gt;.128&lt;/td&gt;&lt;td&gt;.698&lt;/td&gt;&lt;td&gt;.172&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lead active play opportunities in challenging weather climates (e.g., rain, snow, extreme heat)&lt;/td&gt;&lt;td&gt;81.1&lt;/td&gt;&lt;td&gt;79.4&lt;/td&gt;&lt;td&gt;84.8&lt;/td&gt;&lt;td&gt;4.416&lt;/td&gt;&lt;td&gt;.188&lt;/td&gt;&lt;td&gt;.104&lt;/td&gt;&lt;td&gt;1.850&lt;/td&gt;&lt;td&gt;.088&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Responsibility to Minimize Screen Viewing&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Limit the amount of screen time children in my class engage in to less than 40 min per day (2/3 of the daily recommendation)&lt;/td&gt;&lt;td&gt;86.9&lt;/td&gt;&lt;td&gt;86.8&lt;/td&gt;&lt;td&gt;89.4&lt;/td&gt;&lt;td&gt;.862&lt;/td&gt;&lt;td&gt;.125&lt;/td&gt;&lt;td&gt;.134&lt;/td&gt;&lt;td&gt;.968&lt;/td&gt;&lt;td&gt;.666&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Minimize the use of screens as a reward for good behavior&lt;/td&gt;&lt;td&gt;82.1&lt;/td&gt;&lt;td&gt;81.8&lt;/td&gt;&lt;td&gt;83.3&lt;/td&gt;&lt;td&gt;.757&lt;/td&gt;&lt;td&gt;.058&lt;/td&gt;&lt;td&gt;.112&lt;/td&gt;&lt;td&gt;.532&lt;/td&gt;&lt;td&gt;.594&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>3 Chi-square comparisons were between those with (1+ Courses) and without (No Courses) physical activity/screen-viewing courses; <emph>SE </emph>= Standard Error; †The Holm-Bonferroni Method (Holm, [<reflink idref="bib31" id="ref63">31</reflink>]) was applied to adjust the <emph>p</emph>-values for each set of multiple comparisons; *<emph>p</emph> &lt;0.05.</p> <p>ECE candidates who reported completing physical activity-related training perceived that they were significantly more responsible to "lead activities to improve children's fitness development," "teach about the relationship between physical activity and health," "teach play skills," and "teach rhythm skills" (<emph>X<sups>2</sups></emph> [<reflink idref="bib2" id="ref64">2</reflink>, _I_N_i_ = 656] = 6.387, <emph>p</emph>=.030*, <emph>X<sups>2</sups></emph> [<reflink idref="bib2" id="ref65">2</reflink>, _I_N_i_ = 656] = 6.608, <emph>p</emph>=.018*, <emph>X<sups>2</sups></emph> [<reflink idref="bib2" id="ref66">2</reflink>, _I_N_i_ = 650] = 6.175, <emph>p</emph>=.028*, and <emph>X<sups>2</sups></emph> [<reflink idref="bib2" id="ref67">2</reflink>, _I_N_i_ = 647] = 10.642, <emph>p</emph>=.000*, respectively; Table 3) in comparison to those without such training. ECE candidates who reported meeting the adult physical activity guideline perceived that they were significantly more responsible to "create an environment that encourages active play," "make good use of the environment and available equipment for play and physical activity," and "facilitate active play for young children in a limited space" (<emph>X<sups>2</sups></emph> [<reflink idref="bib2" id="ref68">2</reflink>, _I_N_i_ = 662] = 3.370, <emph>p</emph>=.000*, <emph>X<sups>2</sups></emph> [<reflink idref="bib2" id="ref69">2</reflink>, _I_N_i_ = 655] = 3.221, <emph>p</emph>=.000*, and <emph>X<sups>2</sups></emph> [<reflink idref="bib2" id="ref70">2</reflink>, _I_N_i_ = 653] = 2.945, <emph>p</emph>=.048*, respectively; Table 4) compared to ECE candidates not meeting the guideline.</p> <p>Table 4. Early childhood education candidates' perspectives regarding responsibility to promote physical activity by meeting the adult physical activity guideline</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;It is my responsibility to ...&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;% in Agreement&lt;/td&gt;&lt;td&gt;&lt;italic&gt;X&lt;sup&gt;2&lt;/sup&gt;&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;Gamma&lt;/td&gt;&lt;td&gt;Gamma &lt;italic&gt;SE&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;T&lt;/td&gt;&lt;td&gt;Adj. &lt;italic&gt;p&lt;/italic&gt;&amp;#8224;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Meeting Guideline&lt;/td&gt;&lt;td&gt;Not Meeting Guideline&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Responsibility to Promote Physical Activity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Ensure children are engaging in adequate light physical activity&lt;/td&gt;&lt;td&gt;96.1&lt;/td&gt;&lt;td&gt;93.2&lt;/td&gt;&lt;td&gt;1.308&lt;/td&gt;&lt;td&gt;.283&lt;/td&gt;&lt;td&gt;.279&lt;/td&gt;&lt;td&gt;1.181&lt;/td&gt;&lt;td&gt;.714&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Ensure children are engaging in adequate moderate-to-vigorous physical activity&lt;/td&gt;&lt;td&gt;93.4&lt;/td&gt;&lt;td&gt;91.5&lt;/td&gt;&lt;td&gt;.885&lt;/td&gt;&lt;td&gt;.144&lt;/td&gt;&lt;td&gt;.236&lt;/td&gt;&lt;td&gt;.662&lt;/td&gt;&lt;td&gt;1.00&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Create an environment that encourages active play&lt;/td&gt;&lt;td&gt;100.0&lt;/td&gt;&lt;td&gt;95.7&lt;/td&gt;&lt;td&gt;3.370&lt;/td&gt;&lt;td&gt;1.000&lt;/td&gt;&lt;td&gt;.000&lt;/td&gt;&lt;td&gt;4.607&lt;/td&gt;&lt;td&gt;.000*&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Make good use of the environment and available equipment for play and physical activity&lt;/td&gt;&lt;td&gt;100.0&lt;/td&gt;&lt;td&gt;95.9&lt;/td&gt;&lt;td&gt;3.221&lt;/td&gt;&lt;td&gt;1.000&lt;/td&gt;&lt;td&gt;.000&lt;/td&gt;&lt;td&gt;4.522&lt;/td&gt;&lt;td&gt;.000*&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Create opportunities for outdoor risky play (e.g., tree climbing, less "hovering" on the playground, balancing activities)&lt;/td&gt;&lt;td&gt;85.3&lt;/td&gt;&lt;td&gt;84.7&lt;/td&gt;&lt;td&gt;.688&lt;/td&gt;&lt;td&gt;.014&lt;/td&gt;&lt;td&gt;.169&lt;/td&gt;&lt;td&gt;.082&lt;/td&gt;&lt;td&gt;.934&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Responsibility to Teach Physical Activity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Model appropriate physical activity/movement behaviors&lt;/td&gt;&lt;td&gt;98.7&lt;/td&gt;&lt;td&gt;95.2&lt;/td&gt;&lt;td&gt;2.002&lt;/td&gt;&lt;td&gt;.582&lt;/td&gt;&lt;td&gt;.338&lt;/td&gt;&lt;td&gt;2.172&lt;/td&gt;&lt;td&gt;.210&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lead activities to improve children's fitness development (e.g., cardiovascular endurance, muscular strength, flexibility, &amp; coordination)&lt;/td&gt;&lt;td&gt;93.3&lt;/td&gt;&lt;td&gt;92.0&lt;/td&gt;&lt;td&gt;.344&lt;/td&gt;&lt;td&gt;.096&lt;/td&gt;&lt;td&gt;.240&lt;/td&gt;&lt;td&gt;.423&lt;/td&gt;&lt;td&gt;.672&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach about the relationship between physical activity and health&lt;/td&gt;&lt;td&gt;94.7&lt;/td&gt;&lt;td&gt;91.8&lt;/td&gt;&lt;td&gt;1.148&lt;/td&gt;&lt;td&gt;.229&lt;/td&gt;&lt;td&gt;.252&lt;/td&gt;&lt;td&gt;1.032&lt;/td&gt;&lt;td&gt;1.00&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach locomotor skills, traveling actions (jump, gallop, hop)&lt;/td&gt;&lt;td&gt;96.0&lt;/td&gt;&lt;td&gt;91.3&lt;/td&gt;&lt;td&gt;2.179&lt;/td&gt;&lt;td&gt;.391&lt;/td&gt;&lt;td&gt;.256&lt;/td&gt;&lt;td&gt;1.832&lt;/td&gt;&lt;td&gt;.335&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach play skills (bike riding, sliding, swinging, climbing)&lt;/td&gt;&lt;td&gt;90.7&lt;/td&gt;&lt;td&gt;87.2&lt;/td&gt;&lt;td&gt;1.373&lt;/td&gt;&lt;td&gt;.179&lt;/td&gt;&lt;td&gt;.199&lt;/td&gt;&lt;td&gt;.984&lt;/td&gt;&lt;td&gt;.975&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teach rhythm skills&lt;/td&gt;&lt;td&gt;85.3&lt;/td&gt;&lt;td&gt;88.9&lt;/td&gt;&lt;td&gt;2.465&lt;/td&gt;&lt;td&gt;&amp;#8722;.150&lt;/td&gt;&lt;td&gt;.170&lt;/td&gt;&lt;td&gt;&amp;#8722;.797&lt;/td&gt;&lt;td&gt;.850&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Use a variety of methods that encourage physical activity&lt;/td&gt;&lt;td&gt;98.6&lt;/td&gt;&lt;td&gt;95.2&lt;/td&gt;&lt;td&gt;1.938&lt;/td&gt;&lt;td&gt;.577&lt;/td&gt;&lt;td&gt;.342&lt;/td&gt;&lt;td&gt;2.136&lt;/td&gt;&lt;td&gt;.198&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Responsibility to Overcome Barriers to Physical Activity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Facilitate active play for young children in a limited space&lt;/td&gt;&lt;td&gt;97.3&lt;/td&gt;&lt;td&gt;92.0&lt;/td&gt;&lt;td&gt;2.945&lt;/td&gt;&lt;td&gt;.521&lt;/td&gt;&lt;td&gt;.266&lt;/td&gt;&lt;td&gt;2.417&lt;/td&gt;&lt;td&gt;.048*&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lead outdoor active play opportunities even if I am tired&lt;/td&gt;&lt;td&gt;90.8&lt;/td&gt;&lt;td&gt;88.0&lt;/td&gt;&lt;td&gt;2.080&lt;/td&gt;&lt;td&gt;.131&lt;/td&gt;&lt;td&gt;.202&lt;/td&gt;&lt;td&gt;.699&lt;/td&gt;&lt;td&gt;.485&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lead active play opportunities in challenging weather climates (e.g., rain, snow, extreme heat)&lt;/td&gt;&lt;td&gt;86.8&lt;/td&gt;&lt;td&gt;80.1&lt;/td&gt;&lt;td&gt;1.975&lt;/td&gt;&lt;td&gt;.235&lt;/td&gt;&lt;td&gt;.164&lt;/td&gt;&lt;td&gt;1.574&lt;/td&gt;&lt;td&gt;.115&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>4 Meeting guideline indicates ≥150 min of moderate-to vigorous-intensity physical activity per week (CSEP, [<reflink idref="bib5" id="ref71">5</reflink>]); Not meeting guideline indicates &lt;150 min of moderate-to vigorous-intensity physical activity per week (CSEP, 2012b); <emph>SE </emph>= Standard Error; †The Holm-Bonferroni Method (Holm, [<reflink idref="bib31" id="ref72">31</reflink>]) was applied to adjust the <emph>p</emph>-values for each set of multiple comparisons; *<emph>p</emph> &lt;0.05.</p> <hd id="AN0156005130-14">Interest in supplementary training and resources</hd> <p>The majority of ECE candidates were interested in furthering their knowledge on all physical activity and screen-viewing concepts (range = 77.5% to 93.3%; Table 5). Candidates were most interested in learning about active play and healthy growth and development (93.3% and 91.0%, respectively), and least interested in learning about physical activity evaluation and physical activity interventions (77.5% and 82.1%, respectively; Table 5). When asked whether certain resources were perceived as helpful in promoting physical activity and minimizing screen-viewing in childcare, ECE candidates noted that age- and developmentally appropriate ideas for games or physical activities were the most helpful (84.6%), followed by active opportunity ideas in various weather climates (81.4%; Table 6). The least helpful resources were reported to be guest physical activity instructors (64.4%) and instructional strategies to reduce the use of screens (66.1%; Table 6).</p> <p>Table 5. Early childhood education candidates' interest in furthering their physical activity and screen viewing-related knowledge</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Topic&lt;/td&gt;&lt;td&gt;Not Interested&lt;/td&gt;&lt;td /&gt;&lt;td&gt;Neutral&lt;/td&gt;&lt;td&gt;Interested&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;N&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;%&lt;/td&gt;&lt;td /&gt;&lt;td&gt;&lt;italic&gt;N&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;%&lt;/td&gt;&lt;td&gt;&lt;italic&gt;N&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;%&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Healthy growth and development&lt;/td&gt;&lt;td&gt;6&lt;/td&gt;&lt;td&gt;.9&lt;/td&gt;&lt;td /&gt;&lt;td&gt;54&lt;/td&gt;&lt;td&gt;8.1&lt;/td&gt;&lt;td&gt;610&lt;/td&gt;&lt;td&gt;91.0&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Physical activity promotion&lt;/td&gt;&lt;td&gt;8&lt;/td&gt;&lt;td&gt;1.2&lt;/td&gt;&lt;td /&gt;&lt;td&gt;79&lt;/td&gt;&lt;td&gt;11.8&lt;/td&gt;&lt;td&gt;580&lt;/td&gt;&lt;td&gt;87.0&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Physical activity interventions&lt;/td&gt;&lt;td&gt;14&lt;/td&gt;&lt;td&gt;2.1&lt;/td&gt;&lt;td /&gt;&lt;td&gt;104&lt;/td&gt;&lt;td&gt;15.7&lt;/td&gt;&lt;td&gt;543&lt;/td&gt;&lt;td&gt;82.1&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Physical activity evaluation&lt;/td&gt;&lt;td&gt;22&lt;/td&gt;&lt;td&gt;3.3&lt;/td&gt;&lt;td /&gt;&lt;td&gt;128&lt;/td&gt;&lt;td&gt;19.2&lt;/td&gt;&lt;td&gt;516&lt;/td&gt;&lt;td&gt;77.5&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Leading physical activities for young children&lt;/td&gt;&lt;td&gt;9&lt;/td&gt;&lt;td&gt;1.3&lt;/td&gt;&lt;td /&gt;&lt;td&gt;60&lt;/td&gt;&lt;td&gt;9.0&lt;/td&gt;&lt;td&gt;598&lt;/td&gt;&lt;td&gt;89.7&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Outdoor risky play&lt;/td&gt;&lt;td&gt;16&lt;/td&gt;&lt;td&gt;2.4&lt;/td&gt;&lt;td /&gt;&lt;td&gt;78&lt;/td&gt;&lt;td&gt;11.7&lt;/td&gt;&lt;td&gt;574&lt;/td&gt;&lt;td&gt;85.9&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Active play&lt;/td&gt;&lt;td&gt;5&lt;/td&gt;&lt;td&gt;.7&lt;/td&gt;&lt;td /&gt;&lt;td&gt;40&lt;/td&gt;&lt;td&gt;6.0&lt;/td&gt;&lt;td&gt;622&lt;/td&gt;&lt;td&gt;93.3&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Fitness&lt;/td&gt;&lt;td&gt;9&lt;/td&gt;&lt;td&gt;1.3&lt;/td&gt;&lt;td /&gt;&lt;td&gt;89&lt;/td&gt;&lt;td&gt;13.3&lt;/td&gt;&lt;td&gt;570&lt;/td&gt;&lt;td&gt;85.3&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Reducing screen viewing&lt;/td&gt;&lt;td&gt;13&lt;/td&gt;&lt;td&gt;1.9&lt;/td&gt;&lt;td /&gt;&lt;td&gt;87&lt;/td&gt;&lt;td&gt;13.0&lt;/td&gt;&lt;td&gt;568&lt;/td&gt;&lt;td&gt;85.0&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Reducing sedentary behavior&lt;/td&gt;&lt;td&gt;9&lt;/td&gt;&lt;td&gt;1.4&lt;/td&gt;&lt;td /&gt;&lt;td&gt;92&lt;/td&gt;&lt;td&gt;13.8&lt;/td&gt;&lt;td&gt;565&lt;/td&gt;&lt;td&gt;84.8&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Appropriate sleep&lt;/td&gt;&lt;td&gt;5&lt;/td&gt;&lt;td&gt;.7&lt;/td&gt;&lt;td /&gt;&lt;td&gt;57&lt;/td&gt;&lt;td&gt;8.5&lt;/td&gt;&lt;td&gt;607&lt;/td&gt;&lt;td&gt;90.7&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Table 6. Early childhood education candidates' perceptions of helpful resources to increase physical activity participation and minimize screen viewing in childcare</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Resource&lt;/td&gt;&lt;td&gt;Yes (%)&lt;/td&gt;&lt;td&gt;No (%)&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Instructional strategies to promote physical activity&lt;/td&gt;&lt;td&gt;79.2&lt;/td&gt;&lt;td&gt;20.8&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Instructional strategies to reduce the use of screens (e.g., computer, iPad)&lt;/td&gt;&lt;td&gt;66.1&lt;/td&gt;&lt;td&gt;33.9&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Active opportunity ideas in various weather climates&lt;/td&gt;&lt;td&gt;81.4&lt;/td&gt;&lt;td&gt;18.6&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Active opportunity ideas in small spaces&lt;/td&gt;&lt;td&gt;80.2&lt;/td&gt;&lt;td&gt;19.8&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Age/developmentally-appropriate ideas for games/activities/exercises (e.g., types of ball games, moving to music, dances, structured activities)&lt;/td&gt;&lt;td&gt;84.6&lt;/td&gt;&lt;td&gt;15.4&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Physical activity workshops or professional development programs&lt;/td&gt;&lt;td&gt;80.8&lt;/td&gt;&lt;td&gt;19.2&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Guest physical activity instructors&lt;/td&gt;&lt;td&gt;64.4&lt;/td&gt;&lt;td&gt;35.6&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <hd id="AN0156005130-15">Discussion</hd> <p>The purpose of this study was to explore ECE candidates' perceptions of their importance and personal responsibility with regard to promoting physical activity and minimizing screen-viewing in childcare, as well as their interest in related resources and additional training. This was the first study to explore ECE candidates' physical activity and screen-viewing-related perceptions, and how these perceptions may be influenced by their related pre-service training and personal physical activity habits. This study highlights unique findings that contribute to an understanding of how ECE candidates' attitudes toward physical activity and screen-viewing may translate into teaching practices in childcare settings, demonstrating that the early childhood teacher education setting may be an appropriate environment to help shape healthy perspectives of ECE candidates with regard to physical activity and screen-viewing in early childhood. A number of these findings are discussed below.</p> <p>Overall, the majority of ECE candidates in this study reported that it was important and their responsibility to promote physical activity and minimize screen-viewing among children in childcare. While this is encouraging, the survey items candidates perceived as less important and less their responsibility as educators were to "lead active play opportunities in challenging weather climates" and "minimize the use of screens as reward for good behaviour." Weather has been reported by early childhood educators as a recurrent barrier to promoting physical activity in childcare (Copeland et al., [<reflink idref="bib14" id="ref73">14</reflink>]; Gagné &amp; Harnois, [<reflink idref="bib25" id="ref74">25</reflink>]; van Zandvoort, Tucker, Irwin, &amp; Burke, [<reflink idref="bib53" id="ref75">53</reflink>]), as children in these settings tend to achieve the majority of their daily MVPA, weather permitting, outdoors (Vanderloo, Tucker, Johnson, &amp; Holmes, [<reflink idref="bib56" id="ref76">56</reflink>]). Strict center policies regarding inclement weather (Copeland et al., [<reflink idref="bib16" id="ref77">16</reflink>]), as well as inappropriate clothing for weather conditions (Copeland, Sherman, Kendeigh, Saelens, &amp; Kalkwarf, [<reflink idref="bib15" id="ref78">15</reflink>]), have been recognized as key barriers to providing outdoor play opportunities; however, Copeland et al. ([<reflink idref="bib14" id="ref79">14</reflink>]) noted that childcare providers' own preferences for the outdoors often impact whether children are provided with outdoor opportunities (Copeland et al., [<reflink idref="bib14" id="ref80">14</reflink>]). As such, ECE candidates' lower importance and responsibility ratings for leading active play opportunities in challenging weather climates are concerning – particularly because outdoor play contributes to a balanced childcare curriculum. Children can learn through movement by exploring their environment, and it is important that educators not limit this important part of the curriculum simply based on personal values and preferences. Considering the large majority of ECE candidates expressed they wanted to learn more about outdoor risky play, and receive resources for active play in a variety of weather climates, ECE candidates' lower importance ratings regarding outdoor play in challenging weather climates are likely to be a result of a lack of focus on this topic in early childhood teacher education programs. Embedding this education within pre-service ECE programs, as well as introducing policies to ensure in-service educators facilitate physically active play despite inclement weather (indoors, if necessary), may positively influence their perceptions of and motivation to facilitate daily outdoor active play.</p> <p>ECE candidates' perspectives regarding minimizing the use of screens as reward for good behavior were also surprising, as they considered this practice as least important. While screens are occasionally used in childcare environments for educational purposes (Neumann &amp; Neumann, [<reflink idref="bib37" id="ref81">37</reflink>]), the use of screens to reward children for good behavior creates an unhealthy association (Tang, Darlington, Ma, &amp; Haines, [<reflink idref="bib48" id="ref82">48</reflink>]). Tang et al. ([<reflink idref="bib48" id="ref83">48</reflink>]) found that children (<emph>n</emph> = 39; ages 1 to 5) whose parents used screen time as a reward (or removed screen time as a punishment) engaged in more weekly screen-viewing than children whose parents did not use this behavioral management strategy (Tang et al., [<reflink idref="bib48" id="ref84">48</reflink>]). While research within childcare centers regarding the use of screens as a reward is lacking, ECE candidates' perspectives regarding this practice in the present study are worrying, especially considering screen use in childcare centers is common (Vanderloo, [<reflink idref="bib54" id="ref85">54</reflink>]). In a review by Vanderloo ([<reflink idref="bib54" id="ref86">54</reflink>]), five of eight studies reported that screen time in childcare centers exceeded 1 h/day (Vanderloo, [<reflink idref="bib54" id="ref87">54</reflink>]). This finding is highly concerning, as a recent wave of the Canadian Health Measures Survey revealed that 63.6% of preschoolers' (<emph>n</emph>= 803) parent-reported screen time already exceeds 2 h/day (Chaput et al., [<reflink idref="bib10" id="ref88">10</reflink>]), and this excludes screen time accumulated during childcare hours. In light of this evidence, it is encouraging that higher education of childcare providers has been negatively associated with screen time in childcare centers (Vanderloo, [<reflink idref="bib54" id="ref89">54</reflink>]), highlighting the potential for screen-viewing-related training within early childhood teacher education to lower screen-viewing rates in childcare settings. As screen use becomes increasingly prevalent in society (Strasburger et al., [<reflink idref="bib47" id="ref90">47</reflink>]), particularly among young children (Vandewater et al., [<reflink idref="bib58" id="ref91">58</reflink>]), greater attention should be placed on the time and circumstances under which young children engage in screen-viewing. Further, with only 26.7% of ECE candidates reporting receiving screen-viewing-related training in their program (Bruijns et al., [<reflink idref="bib3" id="ref92">3</reflink>]), pre-service ECE curriculum development to include appropriate media use in childcare settings would be of benefit.</p> <p>When comparing ECE candidates' perceptions regarding the importance of and responsibility in promoting physical activity in childcare, candidates who had completed at least some physical activity training during their ECE program reported several items in the <emph>teaching physical activity</emph> category with a greater agreement for the importance and personal responsibility than those without such training. These findings seem logical, as a number of Canadian ECE programs offer courses such as <emph>"Gross Motor Development,"</emph> "<emph>Music and Movement</emph>," and "<emph>Learning Through Play"</emph>, which naturally would incorporate many physical activity-related teaching skills (e.g., teaching rhythm and locomotor skills). However, the inconsistencies in physical activity content reportedly covered across ECE programs in Canada makes it difficult to draw any direct conclusions about the type of physical activity training that best supports positive physical activity perceptions of ECE candidates (Bruijns et al., [<reflink idref="bib3" id="ref93">3</reflink>]). Peden, Okely, Eady, and Jones ([<reflink idref="bib41" id="ref94">41</reflink>]) conducted a review of professional learning components of physical activity interventions in childcare settings, and found that information from included studies (<emph>n</emph>= 11) regarding the content of physical activity training for educators was scarcely reported, and only two studies reported specific professional learning outcomes (e.g., general motivation to carry out the physical activity intervention; Bonvin et al., [<reflink idref="bib2" id="ref95">2</reflink>]; Peden et al., [<reflink idref="bib41" id="ref96">41</reflink>]). With limited childcare educator measures in professional learning interventions, such as educator perspectives regarding physical activity, it remains difficult to determine the effectiveness of specific physical activity training components with respect to their physical activity-related values, confidence, and behaviors. Training for in-service early childhood educators that follows best practice guidelines for physical activity in childcare should be explored to determine whether this training content supports improvements in the corresponding physical activity-promoting practices in childcare settings (McWilliams et al., [<reflink idref="bib36" id="ref97">36</reflink>]). Further, considering the importance of physical activity for healthy development in a variety of domains, the equal prioritization of this content in early childhood teacher education to other developmental subjects (e.g., supporting children's development in literacy and numeracy) is necessary to foster ECE candidates that are more well rounded and able to offer a balanced childcare curriculum.</p> <p>The current findings also suggest that ECE candidates' own physical activity behaviors influenced their perceptions about physical activity promotion in childcare; however, this was, for the most part, only evident when looking at the <emph>physical activity promotion</emph> and <emph>overcoming barriers to physical activity</emph> categories. While personal physical activity behaviors may not influence ECE candidates' attitudes toward <emph>teaching</emph> physical activity, the noted influence on the promotion of physical activity in the childcare environment is an important finding. Froehlich Chow and Humbert ([<reflink idref="bib24" id="ref98">24</reflink>]) found that when early childhood educators were not active themselves, it made it increasingly difficult to engage the children in activities (Froehlich Chow &amp; Humbert, [<reflink idref="bib24" id="ref99">24</reflink>]). Similarly, Fossdal, Kippe, Handegard, and Lagestad ([<reflink idref="bib23" id="ref100">23</reflink>]) found a significant association between children's and educators' activity levels in childcare (Fossdal et al., [<reflink idref="bib23" id="ref101">23</reflink>]). Although it may be more likely for educators who engage in regular physical activity to promote physical activity during childcare, there may be potential for education, via inclusion of this content in pre-service ECE curricula, to mediate discrepancies in personal activity habits.</p> <p>For a number of items, the perceived importance of and responsibility in promoting physical activity in childcare among ECE candidates differed depending on their physical activity training and personal activity habits; as such, steps should be taken to ensure that <emph>all</emph> ECE graduates are well informed of the importance of physical activity for young children, as well as their role as facilitators of this behavior. Connelly, Champagne, and Manningham ([<reflink idref="bib13" id="ref102">13</reflink>]) interviewed nine early childhood educators and three childcare directors regarding their role in children's physical activity, and found that in general, there were inconsistencies in participants' expected, played, and desired roles (Connelly et al., [<reflink idref="bib13" id="ref103">13</reflink>]). Although a small study, it highlighted that center expectations regarding children's physical activity were unclear, which resulted in educators drawing on their own personal physical activity beliefs to guide their teaching. Both physical activity policies and physical activity training have been noted as potential solutions to this problem, as having concrete expectations of physical activity affordances in childcare (i.e., policies) would enhance educators' knowledge of their role (Coleman &amp; Dyment, [<reflink idref="bib12" id="ref104">12</reflink>]; Connelly et al., [<reflink idref="bib13" id="ref105">13</reflink>]; Finch et al., [<reflink idref="bib21" id="ref106">21</reflink>]). Further, physical activity training would aid educators in developing the related knowledge-base and self-efficacy to carry out these policies within their classrooms (Coleman &amp; Dyment, [<reflink idref="bib12" id="ref107">12</reflink>]; Gehris, Gooze, &amp; Whitaker, [<reflink idref="bib26" id="ref108">26</reflink>]; Martyniuk &amp; Tucker, [<reflink idref="bib35" id="ref109">35</reflink>]; Tucker et al., [<reflink idref="bib52" id="ref110">52</reflink>]). While screen-viewing-related training has yet to be explored in professional development interventions for early childhood educators, similar findings to that of physical activity training are anticipated. Further research to examine the impact of professional learning interventions in physical activity and screen-viewing for ECE candidates and practicing educators is clearly warranted.</p> <p>To ensure childcare providers are proficient and confident in their ability to lead physical activity and minimize screen viewing in childcare, professional learning interventions within the ECE profession are needed. Similar to the present study, early childhood educators in childcare centers have requested additional training in physical activity (Tucker, Van Zandvoort, Burke, &amp; Irwin, [<reflink idref="bib50" id="ref111">50</reflink>]; van Zandvoort et al., [<reflink idref="bib53" id="ref112">53</reflink>]), further emphasizing the problematic gap in related education provided within Canadian ECE programs (Bruijns et al., [<reflink idref="bib3" id="ref113">3</reflink>]). In the present study, ECE candidates showed great interest in learning more about physical activity and screen viewing-related topics, such as active play, outdoor risky play, and reducing screen-viewing, which shows promise for piloting related training interventions in ECE programs. The desire for further skill-based training is consistent with Martyniuk and Tucker ([<reflink idref="bib35" id="ref114">35</reflink>]) Ontario pilot study, where ~75% of ECE candidates showed interest in professional learning in physical activity. With the current lack of physical activity and screen-viewing content covered in Canadian ECE curricula, and ECE candidates' desire to learn more about these topics, reworking the curriculum to incorporate this content would be beneficial to and well received by ECE candidates.</p> <hd id="AN0156005130-16">Implications for early childhood teacher education</hd> <p>Given the highlighted gap in early childhood teacher training in physical activity and screen-viewing in Canada (Bruijns et al., [<reflink idref="bib3" id="ref115">3</reflink>]), coupled with the influence of this type of training on ECE candidates' perceptions regarding the importance and responsibility to promote physical activity and minimize screen-viewing in childcare, the addition of this content to ECE curricula should be explored. Introduction of this content to early childhood teacher training programs is a proactive and far-reaching approach to ensure childcare providers are well equipped to facilitate appropriate physical activity and screen-viewing opportunities for young children prior to entering their profession (Goldfield, Harvey, Grattan, &amp; Adamo, [<reflink idref="bib28" id="ref116">28</reflink>]). Given that the childcare curriculum supports play-based learning, it is important that early childhood teacher education programs cover the promotion and facilitation of active play, both indoors and outdoors, and that they learn how active play can support learning in a variety of subject areas. Best practice guidelines for physical activity and screen-viewing at childcare (McWilliams et al., [<reflink idref="bib36" id="ref117">36</reflink>]), which highlight portable play equipment (e.g., balls, hula hoops) and supportive staff behaviors (e.g., verbal prompts to be active), among other recommendations for promoting physical activity among young children, should guide physical activity and screen-viewing content development for educator training. Further, exploring the impact of this tailored training on ECE candidates' knowledge, self-efficacy, and perceptions of these behaviors would help determine whether this type of training should be integrated into ECE curricula more broadly. Considerations of early childhood teacher educational objectives and learning outcomes should guide the creation of this content, and collaboration with post-secondary ECE programs is necessary to achieve these research goals.</p> <hd id="AN0156005130-17">Limitations</hd> <p>While this study contributes to the physical activity and ECE literature, it is not without its limitations. Firstly, due to the exploratory design of this cross-sectional study, causal inferences cannot be drawn. Second, social desirability bias may have been present, as some questions may have led participants to choose the option most desired by those in their future profession. Third, despite efforts to maximize participation among ECE candidates, there was a low response rate of 16%. Response rates may have been negatively impacted by the use of an online survey, which have been shown to yield lower response rates than paper copies (Shih &amp; Xitao Fan, [<reflink idref="bib45" id="ref118">45</reflink>]). Post-secondary students have many competing demands, and we anticipate that the length of the survey, timing of recruitment (which, for many, was nearing end-of-term), and educational demands may have influenced participation (Sax, Gilmartin, &amp; Bryant, [<reflink idref="bib44" id="ref119">44</reflink>]). Finally, there were lower response rates for questions appearing later in the survey, which is likely attributable to the length of the survey. Condensing survey questions and consulting with individual colleges/universities regarding ideal recruitment periods may improve future response rates.</p> <hd id="AN0156005130-18">Conclusion</hd> <p>Overall, ECE candidates reported that it was both important and that they were responsible to promote physical activity and minimize screen use in childcare; however, ECE candidates with physical activity training reported higher agreement for importance and personal responsibility for <emph>teaching</emph> physical activity in childcare than those without such training. Further, ECE candidates meeting the adult physical activity guideline reported higher agreement for importance and personal responsibility for <emph>promoting</emph> physical activity in childcare, even when facing barriers (such as limited space). With the large majority of ECE candidates reporting interest in furthering their knowledge on a number of physical activity and screen-viewing concepts, interventions to provide this training within post-secondary ECE programs may be warranted. Young children would benefit greatly from having educators trained in and motivated to promote and teach physical activity, as this is likely to translate into increased provision of physical activity opportunities necessary for their healthy development. The post-secondary setting is a fitting location for such initiatives.</p> <hd id="AN0156005130-19">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0156005130-20"> <title> References </title> <blist> <bibl id="bib1" idref="ref11" type="bt">1</bibl> <bibtext> Adamo, K. B., Wasenius, N. S., Grattan, K. P., Harvey, A. L. J., Naylor, P.-J., Barrowman, N. J., &amp; Goldfield, G. S. (2017). 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| Items | – Name: Title Label: Title Group: Ti Data: Early Childhood Education Candidates' Perspectives of Their Importance and Responsibility for Promoting Physical Activity and Minimizing Screen-Viewing Opportunities in Childcare – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bruijns%2C+Brianne+A%2E%22">Bruijns, Brianne A.</searchLink><br /><searchLink fieldCode="AR" term="%22Adamo%2C+Kristi+B%2E%22">Adamo, Kristi B.</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Shauna+M%2E%22">Burke, Shauna M.</searchLink><br /><searchLink fieldCode="AR" term="%22Carson%2C+Valerie%22">Carson, Valerie</searchLink><br /><searchLink fieldCode="AR" term="%22Irwin%2C+Jennifer+D%2E%22">Irwin, Jennifer D.</searchLink><br /><searchLink fieldCode="AR" term="%22Naylor%2C+Patti-Jean%22">Naylor, Patti-Jean</searchLink><br /><searchLink fieldCode="AR" term="%22Timmons%2C+Brian+W%2E%22">Timmons, Brian W.</searchLink><br /><searchLink fieldCode="AR" term="%22Vanderloo%2C+Leigh+M%2E%22">Vanderloo, Leigh M.</searchLink><br /><searchLink fieldCode="AR" term="%22Tucker%2C+Patricia%22">Tucker, Patricia</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Teacher+Education%22"><i>Journal of Early Childhood Teacher Education</i></searchLink>. 2022 43(1):87-104. – Name: Avail Label: Availability Group: Avail Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activity+Level%22">Physical Activity Level</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Promotion%22">Health Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Mass+Media+Use%22">Mass Media Use</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Life+Style%22">Life Style</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Behavior%22">Health Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/10901027.2020.1818651 – Name: ISSN Label: ISSN Group: ISSN Data: 1090-1027 – Name: Abstract Label: Abstract Group: Ab Data: Educators strongly influence young children's behaviors, and their perspectives regarding physical activity (PA) and screen-viewing (SV) may influence their provision in childcare. This study gathered early childhood education (ECE) candidates' perspectives regarding: (1) the importance of their role(s) in promoting PA/reducing SV; (2) how their ECE program and personal PA may influence these perspectives; and (3) their interest in PA/SV training. An online survey was completed by 1,292 ECE candidates from 61 programs. Descriptive statistics and chi-square tests explored these perspectives by PA/SV courses taken and by meeting the Canadian adult PA guideline. ECE candidates with PA-related training reported higher perceived importance (n=2 items; p<0.05*) and personal responsibility (n=4 items; p<0.05) for items related to teaching PA, compared to those without training. SV training was not reported to influence their perspectives. Candidates who reported meeting the PA guideline reported higher importance (n=3 items; p<0.05) and personal responsibility (n=3 items; p<0.05) for items related to promoting PA, than those not meeting the guidelines. Most candidates (77.5%-93.3%) showed interest in further PA/SV training. Findings underscore the benefit of PA-related training, and personal PA habits, with regard to positively influencing ECE candidates' values and perceptions of their role in promoting PA in childcare. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1340309 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10901027.2020.1818651 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 87 Subjects: – SubjectFull: Preservice Teachers Type: general – SubjectFull: Preschool Teachers Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Teacher Responsibility Type: general – SubjectFull: Physical Activity Level Type: general – SubjectFull: Health Promotion Type: general – SubjectFull: Mass Media Use Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Life Style Type: general – SubjectFull: Health Behavior Type: general – SubjectFull: Child Care Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Early Childhood Education Candidates' Perspectives of Their Importance and Responsibility for Promoting Physical Activity and Minimizing Screen-Viewing Opportunities in Childcare Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bruijns, Brianne A. – PersonEntity: Name: NameFull: Adamo, Kristi B. – PersonEntity: Name: NameFull: Burke, Shauna M. – PersonEntity: Name: NameFull: Carson, Valerie – PersonEntity: Name: NameFull: Irwin, Jennifer D. – PersonEntity: Name: NameFull: Naylor, Patti-Jean – PersonEntity: Name: NameFull: Timmons, Brian W. – PersonEntity: Name: NameFull: Vanderloo, Leigh M. – PersonEntity: Name: NameFull: Tucker, Patricia IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 1090-1027 Numbering: – Type: volume Value: 43 – Type: issue Value: 1 Titles: – TitleFull: Journal of Early Childhood Teacher Education Type: main |
| ResultId | 1 |
