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Validation of a Physical Activity, Sedentary Behavior, and Outdoor Play Behavioral Intention and Perceived Behavioral Control Tool for Early Childhood Educators

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Title: Validation of a Physical Activity, Sedentary Behavior, and Outdoor Play Behavioral Intention and Perceived Behavioral Control Tool for Early Childhood Educators
Language: English
Authors: Bruijns, Brianne A., Johnson, Andrew M., Burke, Shauna M., Tucker, Patricia
Source: Early Childhood Education Journal. Mar 2023 51(3):559-567.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Child Care, Early Childhood Teachers, Physical Activity Level, Play, Life Style, Intention, Test Validity, Test Reliability, Test Construction, Child Behavior, Teacher Behavior, Young Children
DOI: 10.1007/s10643-022-01314-5
ISSN: 1082-3301
1573-1707
Abstract: Early childhood educators (ECEs) are highly influential role models in the childcare setting with respect to encouraging physical activity and outdoor play, and minimizing sedentary behavior among children in childcare. Measuring ECEs' behavioral intention (BI) and perceived behavioral control (PBC) is one way to monitor their determination and ability to support these health behaviors. The ECE Movement Behavioral Intention and Perceived Control (ECE-MBIPC) questionnaire (56 items) was developed via expert consensus to fill the noted gap in tools used to measure these constructs among ECEs. A test-retest approach, via an online survey administered twice (1-week apart) was adopted to evaluate the reliability and factorial validity of the questionnaire with ECEs in Canada (n = 165). Cronbach's alpha and test-retest statistics were used to assess reliability, while exploratory factor analysis (EFA) was used to examine factorial validity. The ECE-MBIPC questionnaire demonstrated high internal consistency (Cronbach's alpha > 0.85 across subscales) and acceptable temporal stability (> 0.70). A seven-factor solution was proposed by the EFA, with each of the seven behaviors loading onto their own factor; this solution explained 71% of the variability in the data. As the first reliable and valid tool to measure ECEs' BI and PBC to promote physical activity and outdoor play and to minimize sedentary behavior in childcare, the ECE-MBIPC questionnaire will help to standardize the manner in which these psychosocial variables are measured in early years research.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1367505
Database: ERIC
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  Value: <anid>AN0161822946;5mx01mar.23;2023Feb14.04:59;v2.2.500</anid> <title id="AN0161822946-1">Validation of a Physical Activity, Sedentary Behavior, and Outdoor Play Behavioral Intention and Perceived Behavioral Control Tool for Early Childhood Educators </title> <p>Early childhood educators (ECEs) are highly influential role models in the childcare setting with respect to encouraging physical activity and outdoor play, and minimizing sedentary behavior among children in childcare. Measuring ECEs' behavioral intention (BI) and perceived behavioral control (PBC) is one way to monitor their determination and ability to support these health behaviors. The ECE Movement Behavioral Intention and Perceived Control (ECE-MBIPC) questionnaire (56 items) was developed via expert consensus to fill the noted gap in tools used to measure these constructs among ECEs. A test–retest approach, via an online survey administered twice (1-week apart) was adopted to evaluate the reliability and factorial validity of the questionnaire with ECEs in Canada (n = 165). Cronbach's alpha and test–retest statistics were used to assess reliability, while exploratory factor analysis (EFA) was used to examine factorial validity. The ECE-MBIPC questionnaire demonstrated high internal consistency (Cronbach's alpha > 0.85 across subscales) and acceptable temporal stability (> 0.70). A seven-factor solution was proposed by the EFA, with each of the seven behaviors loading onto their own factor; this solution explained 71% of the variability in the data. As the first reliable and valid tool to measure ECEs' BI and PBC to promote physical activity and outdoor play and to minimize sedentary behavior in childcare, the ECE-MBIPC questionnaire will help to standardize the manner in which these psychosocial variables are measured in early years research.</p> <p>Keywords: Behavioral intention; Perceived behavioral control; Early childhood educator; Physical activity; Sedentary behavior; Outdoor play</p> <p>Supplementary Information The online version contains supplementary material available at https://doi.org/10.1007/s10643-022-01314-5.</p> <hd id="AN0161822946-2">Introduction</hd> <p>Young children's regular participation in physical activity and appropriate engagement in sedentary behaviors are vital to their healthy development (Carson et al., [<reflink idref="bib11" id="ref1">11</reflink>], [<reflink idref="bib12" id="ref2">12</reflink>]), and the childcare setting represents an important environment in which these healthy habits can be fostered (Goldfield et al., [<reflink idref="bib19" id="ref3">19</reflink>]). In addition to data showing that 50% of toddlers (1–2 years of age) and 85% of preschoolers (3–5 years of age) in developed countries attend childcare services (Organisation for Economic Co-Operation and Development [OECD], [<reflink idref="bib24" id="ref4">24</reflink>]), the childcare environment itself has been noted to account for up to 50% of the variation in young children's physical activity (Finn et al., [<reflink idref="bib16" id="ref5">16</reflink>]). Early childhood educators (ECEs) are particularly influential in the promotion of young children's health behaviors in childcare; for example, a recent study by Carson et al. ([<reflink idref="bib10" id="ref6">10</reflink>]) found that ECEs' higher engagement in both sedentary behavior and high intensity physical activity negatively and positively influenced the amount of moderate-to-vigorous physical activity that children in their care achieved, respectively. Further, ECEs are responsible for programming, facilitating, and role modeling healthy physical activity and sedentary behavior in childcare (Bruijns et al., [<reflink idref="bib5" id="ref7">5</reflink>]; Robinson et al., [<reflink idref="bib27" id="ref8">27</reflink>]), as well as engaging children in daily outdoor play (a setting in which children are most active while in care; Copeland et al., [<reflink idref="bib13" id="ref9">13</reflink>], [<reflink idref="bib14" id="ref10">14</reflink>]; Vanderloo et al., [<reflink idref="bib30" id="ref11">30</reflink>]). Therefore, ECEs' perceptions of and intentions to promote healthy activity behaviors in childcare are critical to explore.</p> <hd id="AN0161822946-3">The Theory of Planned Behavior and Physical Activity Promotion in Childcare</hd> <p>The Theory of Planned Behavior denotes that attitudes, social norms, and perceived behavioral control (PBC), defined as an individual's perceived ease or difficulty to perform a behavior, determine an individual's behavioral intention (BI; their determination to perform a behavior; Ajzen, [<reflink idref="bib1" id="ref12">1</reflink>]). According to this theory, BI is the most proximal factor to actual behavior, which makes this psychosocial variable the target of many behavior change interventions. However, BI and actual behavior are often determined by an individual's PBC (more so than by their attitudes or social norms), as PBC can facilitate or hinder behavior change depending on the circumstances of the environment (Ajzen, [<reflink idref="bib1" id="ref13">1</reflink>]). For example, an ECE may exhibit strong BI to facilitate more than 1 hour of physical activity per day in their childcare classroom; however, depending on the flexibility of the curriculum and schedule at their childcare center, they may not have the control to achieve this behavioral goal. Therefore, in childcare-based physical activity and sedentary behavior research, it is important to measure ECEs' BI and their PBC in these contexts to determine whether there are individual and/or organizational barriers to achieving health behavior goals in childcare centers.</p> <p>To date, few studies have explored the BI and PBC of ECEs to promote physical activity in childcare. Gagné and Harnois ([<reflink idref="bib18" id="ref14">18</reflink>]) explored these psychosocial variables among ECEs (<emph>n</emph> = 46) in Canada and found that ECEs' BI to engage children in at least 2 h of physical activity per day, in combination with past experience and social norm of performing this behavior, explained 5.29% of the variance in children's (<emph>n</emph> = 242) physical activity. While Gagné and Harnois ([<reflink idref="bib18" id="ref15">18</reflink>]) did not find a significant contribution of PBC to the model, they predicted this may have been due to the behavior not being under ECEs' control. More recently, in Australia, Bai et al. ([<reflink idref="bib4" id="ref16">4</reflink>]) implemented two different physical activity-related professional learning interventions for ECEs (<emph>n</emph> = 84 and <emph>n</emph> = 64 per group, respectively), and found that in both groups ECEs' PBC for promoting children's physical activity increased significantly from pre- to post-intervention. Similarly, in Canada, Hassani et al. ([<reflink idref="bib20" id="ref17">20</reflink>]) found that ECEs in their study (<emph>n</emph> = 1819) reported high levels of BI following the completion of a professional learning program. Taken together, these studies illustrate the value of measuring physical activity BI and PBC among ECEs, and support the conclusion that supplementary education in physical activity, in the form of professional learning programs, can positively influence ECEs' BI and PBC to promote such behaviors in childcare settings.</p> <hd id="AN0161822946-4">Study Rationale</hd> <p>Despite the recent recognition of the importance of psychosocial variables, and the consequent increased efforts at measuring BI and PBC in health behavior research in childcare settings, there is a clear lack of validated instruments available for use with the ECE population. In previous research in childcare settings, BI and PBC tools have been created for a specific study (i.e., Gagné & Harnois, [<reflink idref="bib18" id="ref18">18</reflink>]) or were adopted from similar research with parents (e.g., Bai et al., [<reflink idref="bib4" id="ref19">4</reflink>]; Hassani et al., [<reflink idref="bib20" id="ref20">20</reflink>]; Rhodes et al., [<reflink idref="bib26" id="ref21">26</reflink>]). Moreover, of the limited research examining these psychosocial variables among ECEs (Bai et al., [<reflink idref="bib4" id="ref22">4</reflink>]; Gagné & Harnois, [<reflink idref="bib18" id="ref23">18</reflink>]; Hassani et al., [<reflink idref="bib20" id="ref24">20</reflink>]), most have focused on physical activity-specific behaviors only, and have not measured outdoor and risky play, or sedentary-related behaviors. These behaviors are important to include in BI and PBC tools for ECEs, as the outdoor environment represents a prime setting where ECEs can encourage children's physical activity in childcare (Vanderloo et al., [<reflink idref="bib30" id="ref25">30</reflink>]), which can be further supported through risky play opportunities (Sandseter et al., [<reflink idref="bib28" id="ref26">28</reflink>]). Further, it is important to measure ECEs' BI and PBC to minimize children's time spent engaged in sedentary pursuits (particularly in screen-based sedentary behaviors), as engaging in prolonged periods of sedentary time can be harmful to children's development (Leblanc et al., [<reflink idref="bib22" id="ref27">22</reflink>]). Too much time spent sedentary also challenges young children's achievement of a healthy 24-hour movement profile (Canadian Society for Exercise Physiology, [<reflink idref="bib8" id="ref28">8</reflink>]). Accordingly, the purpose of this study was to test the reliability and factorial validity of a questionnaire developed to assessing the BI and PBC of ECEs to promote physical activity and outdoor play and to minimize sedentary behavior in childcare settings.</p> <hd id="AN0161822946-5">Methods</hd> <p>The protocol for this validation study was approved by the Research Ethics Board at the Non-Medical Research Ethics Board at Western University (REB # 116428). Social media advertisements were used to recruit participants from October to November 2020. The research team also contacted Canadian childcare organizations via email to inquire about their willingness to share the study advertisement with their members. To be eligible to participate in this research study, participants had to be employed as an ECE in a Canadian center- or home-based childcare, preschool, or kindergarten setting.</p> <hd id="AN0161822946-6">Study Procedures</hd> <p>ECEs were administered the same online survey at two time points, 1 week apart. Upon consenting to participate, participants created a unique participant ID by responding to a series of basic questions (e.g., <emph>What are the last two digits of your phone number?</emph>), and this ID was used to link participant responses in both surveys. The first survey differed from the second survey in that it also included a demographics section (<emph>n</emph> = 13 items), which captured characteristics such as age, gender, ethnicity, province/territory of residence, and childcare type, as well as details about their background training in physical activity, outdoor play, and sedentary behavior and their personal physical activity and screen-viewing habits. The survey was also used to validate a self-efficacy tool for ECEs to assess their perceived competencies in physical activity and sedentary behavior-related areas (<emph>n</emph> = 30 items); these results have been submitted for publication elsewhere (Bruijns et al., [<reflink idref="bib6" id="ref29">6</reflink>]).</p> <hd id="AN0161822946-7">Behavioral Intention and Perceived Behavioral Control</hd> <p>The <emph>ECE Movement Behavioral Intention and Perceived Control</emph> (ECE-MBIPC) questionnaire was created by the research team and was informed by Theory of Planned Behavior questionnaire construction recommendations from Ajzen ([<reflink idref="bib2" id="ref30">2</reflink>]). Specific item wording was modelled after the study conducted by Gagné and Harnois ([<reflink idref="bib18" id="ref31">18</reflink>]) in which BI and PBC were measured in a sample of ECEs. Three behaviors chosen for inclusion in the tool were informed by <emph>The Canadian 24-Hour Movement Guidelines for the Early Years</emph> (Canadian Society for Exercise Physiology, [<reflink idref="bib8" id="ref32">8</reflink>]), including children's daily: total physical activity; prolonged sitting; and, screen use. An additional four behaviors were added to ensure that important correlates of children's physical activity in childcare were captured (i.e., physical literacy, ECE role modeling of physical activity, and outdoor and risky play; Henderson et al., [<reflink idref="bib21" id="ref33">21</reflink>]; Sandseter et al., [<reflink idref="bib28" id="ref34">28</reflink>]). Thus, in total, three behaviors pertained to physical activity, two behaviors pertained to sedentary behavior, and two behaviors pertained to outdoor and risky play. The ECE-MBIPC questionnaire was reviewed for face validity by five experts in young children's movement behaviours and health psychology.</p> <p>As recommended by Ajzen ([<reflink idref="bib2" id="ref35">2</reflink>]), the abovementioned behaviors were measured using a 7-point Likert scale. Four items were used to measure BI: I have the intention to... (1 = <emph>strongly disagree</emph> to 7 = <emph>strongly agree</emph>); I plan to... (1 = <emph>strongly disagree</emph> to 7 = <emph>strongly agree</emph>); I estimate that my chances of...are (1 = <emph>extremely unlikely</emph> to 7 = <emph>extremely likely</emph>); and, I am going to... (1 = <emph>extremely unlikely</emph> to 7 = <emph>extremely likely</emph>). Four items were used to measure PBC: for me...would be (1 = <emph>extremely difficult</emph> to 7 = <emph>extremely easy</emph>); if I wanted to, I could easily... (1 = <emph>strongly disagree</emph> to 7 = <emph>strongly agree</emph>); it is up to me to... (1 = <emph>strongly disagree</emph> to 7 = <emph>strongly agree</emph>); and, I feel able to... (1 = <emph>strongly disagree</emph> to 7 = <emph>strongly agree</emph>).</p> <hd id="AN0161822946-8">Data Analysis</hd> <p>Descriptive statistics were performed in SPSS (version 27) to report on participant demographics. All remaining analyses were performed in R (R Core Team, [<reflink idref="bib25" id="ref36">25</reflink>]). Both BI and PBC data were analyzed using classic psychometric analyses, including Cronbach's alpha (i.e., internal consistency) and test–retest reliability for each content domain (i.e., physical activity, sedentary behavior, outdoor and risky play). Exploratory factor analysis was then conducted to test whether a single or multiple factor solution was plausible for the questionnaire. Factors were extracted by examining the Bayesian Information Criterion (i.e., the factor extraction minimizing the Bayesian Information Criterion was deemed most parsimonious), and an oblimin rotation was applied to the initial extraction to facilitate factor interpretation.</p> <hd id="AN0161822946-9">Results</hd> <p></p> <hd id="AN0161822946-10">Participant Demographics</hd> <p>Of the 277 ECEs who completed the survey at baseline, 165 completed the survey at follow-up and were eligible to be included in the analysis. ECEs were 39.5 ± 10.5 years old, and most were Caucasian (86.7%), female (97.0%), and worked in center-based childcare (72.7%). Roughly one-third (32.1%) of ECEs reported meeting the MVPA guideline (150+ min/week) within the <emph>Canadian 24-Hour Movement Guidelines for Adults</emph> (Canadian Society for Exercise Physiology, [<reflink idref="bib9" id="ref37">9</reflink>]), and approximately two-thirds of ECEs (67.3%) met the recreational screen time guideline (< 3 h/day). For full participant demographics, refer to Bruijns et al. ([<reflink idref="bib6" id="ref38">6</reflink>]).</p> <hd id="AN0161822946-11">Psychometric Testing</hd> <p>The ECE-MBIPC questionnaire demonstrated high internal consistency within behavior-specific subscales. For BI and PBC, Cronbach's alpha was calculated to be 0.91 and 0.91 for the physical activity-related items, 0.88 and 0.88 for the sedentary behavior-related items, and 0.92 and 0.90 for the outdoor play-related items, respectively. Test–retest reliabilities were highest for the physical activity items; for BI and PBC, reliability estimates for this behavior category were 0.82 and 0.80, respectively. Sedentary behavior and outdoor and risky play items demonstrated slightly lower, but acceptable, reliability statistics. For BI measures, sedentary behavior and outdoor and risky play test–retest statistics were 0.72 and 0.74, respectively, and 0.70 and 0.74 for PBC, respectively.</p> <p>For both BI and PBC, a seven-factor solution was suggested by the exploratory factor analysis, and in general, each behavior measured within the questionnaire loaded onto its own factor. The solution explained 71% of the variance in the data, and factor loadings were greater than 0.50 for all behaviors except for "<emph>Promote children's development of physical literacy by incorporating fundamental movement skills</emph>" (which did not consistently load onto a single factor in both BI and PBC analyses). See Tables 1 and 2 for specific factor loadings for BI and PBC, respectively.</p> <p>Table 1 Behavioral intention factor loadings for the ECE-MBIPC Questionnaire</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" /><th align="left"><p>Factor 1</p></th><th align="left"><p>Factor 2</p></th><th align="left"><p>Factor 3</p></th><th align="left"><p>Factor 4</p></th><th align="left"><p>Factor 5</p></th><th align="left"><p>Factor 6</p></th><th align="left"><p>Factor 7</p></th></tr></thead><tbody><tr><td align="left"><p><italic>I have the intention to...</italic></p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Program opportunities for at least 120 min/day of physical activity <italic>at any intensity</italic></p></td><td char="." align="char"><p>0.78</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote children's development of physical literacy by incorporating fundamental movement skills</p></td><td char="." align="char"><p>0.25</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.26</p></td><td char="." align="char"><p>0.33</p></td><td char="." align="char" /><td char="." align="char"><p>0.30</p></td></tr><tr><td align="left"><p>Be a good role model for children's physical activity by participating in movement-based activities</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.71</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote outdoor play during all seasons and weather conditions</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.73</p></td><td char="." align="char" /></tr><tr><td align="left"><p>Lead opportunities for outdoor risky play for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.81</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Minimize long periods of sedentary time (> 30 min) for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.76</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Avoid children's use of screen-based technology during childcare hours</p></td><td char="." align="char" /><td char="." align="char"><p>0.62</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p><italic>I plan to...</italic></p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Program opportunities for at least 120 min/day of physical activity <italic>at any intensity</italic></p></td><td char="." align="char"><p>0.84</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote children's development of physical literacy by incorporating fundamental movement skills</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.34</p></td><td char="." align="char"><p>0.32</p></td><td char="." align="char" /><td char="." align="char"><p>-0.28</p></td></tr><tr><td align="left"><p>Be a good role model for children's physical activity by participating in movement-based activities</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.71</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote outdoor play during all seasons and weather conditions</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.78</p></td><td char="." align="char" /></tr><tr><td align="left"><p>Lead opportunities for outdoor risky play for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.80</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Minimize long periods of sedentary time (> 30 min) for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.67</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Avoid children's use of screen-based technology during childcare hours</p></td><td char="." align="char" /><td char="." align="char"><p>0.84</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p><italic>I estimate that my likelihood of... is</italic></p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Program opportunities for at least 120 min/day of physical activity <italic>at any intensity</italic></p></td><td char="." align="char"><p>0.85</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote children's development of physical literacy by incorporating fundamental movement skills</p></td><td char="." align="char"><p>0.28</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.34</p></td><td char="." align="char"><p>0.39</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Be a good role model for children's physical activity by participating in movement-based activities</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.86</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote outdoor play during all seasons and weather conditions</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.89</p></td><td char="." align="char" /></tr><tr><td align="left"><p>Lead opportunities for outdoor risky play for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.83</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Minimize long periods of sedentary time (> 30 min) for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.84</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Avoid children's use of screen-based technology during childcare hours</p></td><td char="." align="char" /><td char="." align="char"><p>0.75</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p><italic>As an early childhood educator, I am going to...</italic></p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Program opportunities for at least 120 min/day of physical activity <italic>at any intensity</italic></p></td><td char="." align="char"><p>0.87</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote children's development of physical literacy by incorporating fundamental movement skills</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.32</p></td><td char="." align="char"><p>0.40</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Be a good role model for children's physical activity by participating in movement-based activities</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.72</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote outdoor play during all seasons and weather conditions</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.89</p></td><td char="." align="char" /></tr><tr><td align="left"><p>Lead opportunities for outdoor risky play for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.89</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Minimize long periods of sedentary time (> 30 min) for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.79</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Avoid children's use of screen-based technology during childcare hours</p></td><td char="." align="char" /><td char="." align="char"><p>0.98</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr></tbody></table> </ephtml> </p> <p>Table 2 Perceived behavioral control factor loadings for the ECE-MBIC Questionnaire</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" /><th align="left"><p>Factor 1</p></th><th align="left"><p>Factor 2</p></th><th align="left"><p>Factor 3</p></th><th align="left"><p>Factor 4</p></th><th align="left"><p>Factor 5</p></th><th align="left"><p>Factor 6</p></th><th align="left"><p>Factor 7</p></th></tr></thead><tbody><tr><td align="left"><p><italic>For me...would be</italic></p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Program opportunities for at least 120 min/day of physical activity <italic>at any intensity</italic></p></td><td char="." align="char"><p>0.89</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote children's development of physical literacy by incorporating fundamental movement skills</p></td><td char="." align="char"><p>0.35</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.33</p></td><td char="." align="char"><p>0.29</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Be a good role model for children's physical activity by participating in movement-based activities</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.87</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote outdoor play during all seasons and weather conditions</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.73</p></td><td char="." align="char" /></tr><tr><td align="left"><p>Lead opportunities for outdoor risky play for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.80</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Minimize long periods of sedentary time (> 30 min) for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.75</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Avoid children's use of screen-based technology during childcare hours</p></td><td char="." align="char" /><td char="." align="char"><p>0.89</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p><italic>If I wanted to, I could easily...</italic></p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Program opportunities for at least 120 min/day of physical activity <italic>at any intensity</italic></p></td><td char="." align="char"><p>0.90</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote children's development of physical literacy by incorporating fundamental movement skills</p></td><td char="." align="char"><p>0.30</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.34</p></td><td char="." align="char"><p>0.30</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Be a good role model for children's physical activity by participating in movement-based activities</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.81</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote outdoor play during all seasons and weather conditions</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.62</p></td><td char="." align="char" /></tr><tr><td align="left"><p>Lead opportunities for outdoor risky play for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.74</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Minimize long periods of sedentary time (> 30 min) for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.68</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Avoid children's use of screen-based technology during childcare hours</p></td><td char="." align="char" /><td char="." align="char"><p>0.95</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p><italic>It is up to me to...</italic></p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Program opportunities for at least 120 min/day of physical activity <italic>at any intensity</italic></p></td><td char="." align="char"><p>0.67</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote children's development of physical literacy by incorporating fundamental movement skills</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.26</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.35</p></td></tr><tr><td align="left"><p>Be a good role model for children's physical activity by participating in movement-based activities</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.53</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote outdoor play during all seasons and weather conditions</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.51</p></td><td char="." align="char"><p>0.50</p></td></tr><tr><td align="left"><p>Lead opportunities for outdoor risky play for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.85</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Minimize long periods of sedentary time (> 30 min) for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.54</p></td><td char="." align="char" /><td char="." align="char"><p>0.58</p></td></tr><tr><td align="left"><p>Avoid children's use of screen-based technology during childcare hours</p></td><td char="." align="char" /><td char="." align="char"><p>0.69</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p><italic>I feel able to...</italic></p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Program opportunities for at least 120 min/day of physical activity <italic>at any intensity</italic></p></td><td char="." align="char"><p>0.74</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote children's development of physical literacy by incorporating fundamental movement skills</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.39</p></td><td char="." align="char"><p>0.41</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Be a good role model for children's physical activity by participating in movement-based activities</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.69</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Promote outdoor play during all seasons and weather conditions</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.73</p></td><td char="." align="char" /></tr><tr><td align="left"><p>Lead opportunities for outdoor risky play for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.80</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Minimize long periods of sedentary time (> 30 min) for children in my care</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char"><p>0.54</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Avoid children's use of screen-based technology during childcare hours</p></td><td char="." align="char" /><td char="." align="char"><p>0.84</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr></tbody></table> </ephtml> </p> <hd id="AN0161822946-12">Discussion</hd> <p>The purpose of this study was to test the reliability and validity of the ECE-MBIPC questionnaire, which was created to measure ECEs' BI and PBC to promote physical activity and outdoor and risky play and to minimize sedentary behavior in childcare. The questionnaire demonstrated high internal consistency and test–retest reliability for the three content domains, as well as strong factorial validity within the seven behaviors. Given no tool has been validated in the ECE population to measure these outcomes, this study introduces a comprehensive questionnaire that can provide researchers with a better understanding of ECEs' BI and PBC relating to physical activity, outdoor and risky play, and sedentary behavior in the childcare environment. Given the similarities with movement guidelines in other countries (Australian Government, [<reflink idref="bib3" id="ref39">3</reflink>]; Draper et al., [<reflink idref="bib15" id="ref40">15</reflink>]; New Zealand Ministry of Health, [<reflink idref="bib23" id="ref41">23</reflink>]), this questionnaire can be used by researchers globally to examine how these outcomes may relate to ECEs' practices and intentional programming of movement behaviors in this setting.</p> <p>With regard to BI, satisfactory Cronbach's alphas were reported for the questionnaire. The alphas generated for physical activity-related BI, specifically, were similar to the internal consistency value (0.96) presented in Gagné and Harnois's ([<reflink idref="bib18" id="ref42">18</reflink>]) study for ECEs' BI to engage children in at least 2 h/day of physical activity. This was to be expected, as one of the physical activity behaviors included in the ECE-MBIC questionnaire was modeled after the single item used by Gagné and Harnois ([<reflink idref="bib18" id="ref43">18</reflink>]) in their questionnaire, and the slightly lower alpha score in the present study was likely a function of including two additional behaviors for our analyses. In contrast, Hassani et al. ([<reflink idref="bib20" id="ref44">20</reflink>]) took a more generalized approach to measuring BI in their study, and examined ECEs' intention, motivation, and determination to promote physical activity and physical literacy for children in their care. The McDonald's omega values reported for this questionnaire (> 0.80) were slightly lower than the alpha value for physical activity BI in the present study (perhaps due to the items' lack of specificity), but these analyses still suggested high reliability. Internal consistency scores for sedentary behavior and outdoor play BI in the ECE-MBIPC questionnaire were also noted to be high, and test–retest statistics across all three behavior categories were acceptable; however, with this being the first study (to our knowledge) to measure sedentary behavior and outdoor play constructs among ECEs, and to assess temporal stability of ECEs' movement BI, additional research in this population would help confirm these findings.</p> <p>Psychometric testing of PBC items in the ECE-MBIPC questionnaire produced very similar results to the BI analyses; that is, high internal consistency and acceptable test–retest reliability within content subscales were reported. In the study by Gagné and Harnois ([<reflink idref="bib18" id="ref45">18</reflink>]), Cronbach's alpha for PBC items was 0.85, which is only marginally lower than subscale internal consistency values in the present study, which ranged from 0.88 to 0.91. Likewise, Rhodes et al. ([<reflink idref="bib26" id="ref46">26</reflink>]) developed a 4-item tool to measure parents' PBC to support their children's physical activity [later adapted by Bai et al. ([<reflink idref="bib4" id="ref47">4</reflink>]) to measure physical activity PBC of ECEs], and this tool was reported to have a similar internal consistency (Cronbach's alpha of 0.85). Employing a reliable PBC scale is important, as Rhodes et al. ([<reflink idref="bib26" id="ref48">26</reflink>]) found that PBC significantly predicted BI and actual behavior of parents (<emph>n</emph> = 1253). Given ECEs are in a similar caregiving role, it can be postulated that ECEs' PBC could comparably predict their BI and behaviors. This is an important future research direction, as ECEs encounter many barriers when it comes to promoting physical activity in childcare settings (van Zandvoort et al., [<reflink idref="bib29" id="ref49">29</reflink>]), and Copeland and colleagues ([<reflink idref="bib14" id="ref50">14</reflink>]) noted that many of these barriers stem from childcare policies and regulations. As such, since no tool has been previously developed and psychometrically evaluated in the ECE population, this study serves to fill this void, which will allow researchers to measure ECEs' PBC to promote physical activity and outdoor play, and to minimize sedentary behavior in childcare.</p> <p>In addition to the positive reliability results observed in the traditional psychometric analyses, factorial validity of the ECE-MBIPC questionnaire was also established, with a 7-factor solution recommended for both BI and PBC scales. Interestingly, in both BI and PBC analyses, each behavior included in the questionnaire loaded onto its own factor, representing behavioral distinction with respect to how ECEs rated their BI and PBC. Only one behavior, relating to promoting children's physical literacy development, did not consistently load onto a single factor. While the definition of physical literacy was provided to participants, it is plausible that this behavior was inconsistently rated among ECEs due to confusion surrounding what the term pertained to. In a study by Foulkes et al. ([<reflink idref="bib17" id="ref51">17</reflink>]), ECEs (<emph>n</emph> = ~ 20) were not aware of the term 'physical literacy', while Bruijns et al. (Bruijns et al., [<reflink idref="bib7" id="ref52">7</reflink>]) found that only 40% of ECEs (<emph>n</emph> = 116) recognized the definition of physical literacy prior to taking an e-Learning course in physical activity and sedentary behavior. Therefore, it may be valuable to provide additional clarification regarding the definition of physical literacy before having ECEs rate their BI and PBC for this concept.</p> <hd id="AN0161822946-13">Recommendations for Application of the ECE-MBIPC Tool</hd> <p>In light of the reliability and factorial validity findings from the present study, the ECE-MBIPC tool is recommended for use in the ECE population to measure their BI and PBC to promote physical activity and outdoor play and to minimize sedentary behavior in childcare settings. Measuring these constructs among ECEs in childcare settings can offer important indicators of future behavior, given the link between intention and behavior, as well as the ability of PBC to moderate actual behavior (Ajzen, [<reflink idref="bib1" id="ref53">1</reflink>]). Knowing whether ECEs are intentional and/or able to execute the behaviors represented within this questionnaire will shed light on whether interventions are warranted to encourage their promotion. Given the behaviors selected for inclusion in the ECE-MBIPC questionnaire adhere to recommendations within the <emph>Canadian 24-Hour Movement Guidelines for the Early Years</emph>, ensuring ECEs are willing to consistently follow these behavioral directives will ensure that young children are provided sufficient opportunities to reap the many health benefits of engaging in physical activity and outdoor play and minimizing sedentary behavior. As such, childcare center directors are encouraged to employ this tool for surveillance of their staff in these areas to better understand what training and supports they may need. Further, those conducting research on children's movement behaviors in childcare settings should consider administering this tool among participating ECEs to establish whether there is a link between ECEs' BI and PBC and children's physical activity and sedentary behavior.</p> <p>Based on the near-perfect factor extraction by behavior for both BI and PBC items, it is suggested that each of the seven behaviors is analyzed uniquely. Specifically, we recommend to aggregate unit-weighted composites for each BI and PBC behavior (i.e., by averaging the four items used to measure BI and PBC, respectively). Consult Supplementary File 1 to access the full version of the ECE-MBIPC tool, and an example of how to score it.</p> <hd id="AN0161822946-14">Limitations</hd> <p>Despite the comprehensive process undertaken to develop and test the reliability and factorial validity of the ECE-MBIPC tool, limitations of this work must be acknowledged. First, given the survey was administered online and was filled out anonymously (preventing researchers from identifying which participants were adhering to the requested test–retest timeframe), ECEs may have completed the 1-week follow-up survey on a later than anticipated date. While researchers encouraged participants to complete the second survey in a timely fashion (via reminder emails), a longer test–retest timeframe may have negatively influenced the temporal stability statistics reported. Stricter testing regarding the stability of the ECE-MBIPC questionnaire (e.g., by administering in-person surveys and using scheduled retest dates) would help establish the true temporal stability of this tool. Second, due to the online nature of this research, only approximately 60% of participants who completed the first survey also completed the second survey (required for inclusion in data analyses). While measures were taken (noted above) to encourage full study participation, and a sufficient sample was achieved for reliability and validity analyses, this may have influenced study findings. Finally, given the ECEs participating in this study were mainly Caucasian and working in center-based childcare settings, results may not be generalizable to more diverse populations or those working in other early learning environments. Future directions of this work may include administering the questionnaire in other countries with more diverse samples of ECEs and varying childcare arrangements, which might establish generalizability of the tool for wide-scale use.</p> <hd id="AN0161822946-15">Conclusion</hd> <p>This study was conducted to test the internal consistency, test–retest reliability, and factorial validity of the ECE-MBIPC questionnaire to provide researchers with a valid and reliable way to assess ECEs' BI and PBC to promote physical activity and outdoor play and to minimize sedentary behavior in childcare environments. Psychometric analyses indicated that the ECE-MBIPC tool demonstrated high internal consistency and acceptable temporal stability, while also establishing robust factorial validity. Given the link between BI and actual behavior, and the ability of ECEs' ratings of PBC to moderate BI, measuring these psychosocial variables among ECEs in health behavior change interventions is prudent. Moreover, examining the impact of movement behavior-focused professional learning interventions on ECEs' BI and PBC, and how these personal attributes may contribute to changes in observed behavior, will help shed light on the importance of ECEs with respect to facilitating positive changes in their practice. The ECE-MBIPC tool will help to standardize the way in which movement BI and PBC are measured in childcare settings, allowing for greater comparability across studies.</p> <hd id="AN0161822946-16">Acknowledgements</hd> <p>The authors would like to thank the ECEs who participated in this research.</p> <hd id="AN0161822946-17">Funding</hd> <p>This work was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC; ref #: 435-2019-1008). BAB was funded by a SSHRC Joseph-Armand Bombardier Canada Graduate Scholarship, PT and SMB were funded by Western University's Faculty Scholar Award, and PT was funded by an Early Researcher Award from the Ontario Ministry of Research and Innovation.</p> <hd id="AN0161822946-18">Declarations</hd> <p></p> <hd id="AN0161822946-19">Conflict of interest</hd> <p>The authors declare no conflict of interest.</p> <hd id="AN0161822946-20">Supplementary Information</hd> <p>Below is the link to the electronic supplementary material.</p> <p>Graph: Supplementary file1 (PDF 2036 kb)</p> <hd id="AN0161822946-21">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0161822946-22"> <title> References </title> <blist> <bibl id="bib1" idref="ref12" type="bt">1</bibl> <bibtext> Ajzen I. The theory of planned behavior. 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  Data: Validation of a Physical Activity, Sedentary Behavior, and Outdoor Play Behavioral Intention and Perceived Behavioral Control Tool for Early Childhood Educators
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  Data: <searchLink fieldCode="AR" term="%22Bruijns%2C+Brianne+A%2E%22">Bruijns, Brianne A.</searchLink><br /><searchLink fieldCode="AR" term="%22Johnson%2C+Andrew+M%2E%22">Johnson, Andrew M.</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Shauna+M%2E%22">Burke, Shauna M.</searchLink><br /><searchLink fieldCode="AR" term="%22Tucker%2C+Patricia%22">Tucker, Patricia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Childhood+Education+Journal%22"><i>Early Childhood Education Journal</i></searchLink>. Mar 2023 51(3):559-567.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Y
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  Data: 9
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activity+Level%22">Physical Activity Level</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Life+Style%22">Life Style</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Behavior%22">Child Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink>
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  Data: 10.1007/s10643-022-01314-5
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  Label: ISSN
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  Data: 1082-3301<br />1573-1707
– Name: Abstract
  Label: Abstract
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  Data: Early childhood educators (ECEs) are highly influential role models in the childcare setting with respect to encouraging physical activity and outdoor play, and minimizing sedentary behavior among children in childcare. Measuring ECEs' behavioral intention (BI) and perceived behavioral control (PBC) is one way to monitor their determination and ability to support these health behaviors. The ECE Movement Behavioral Intention and Perceived Control (ECE-MBIPC) questionnaire (56 items) was developed via expert consensus to fill the noted gap in tools used to measure these constructs among ECEs. A test-retest approach, via an online survey administered twice (1-week apart) was adopted to evaluate the reliability and factorial validity of the questionnaire with ECEs in Canada (n = 165). Cronbach's alpha and test-retest statistics were used to assess reliability, while exploratory factor analysis (EFA) was used to examine factorial validity. The ECE-MBIPC questionnaire demonstrated high internal consistency (Cronbach's alpha > 0.85 across subscales) and acceptable temporal stability (> 0.70). A seven-factor solution was proposed by the EFA, with each of the seven behaviors loading onto their own factor; this solution explained 71% of the variability in the data. As the first reliable and valid tool to measure ECEs' BI and PBC to promote physical activity and outdoor play and to minimize sedentary behavior in childcare, the ECE-MBIPC questionnaire will help to standardize the manner in which these psychosocial variables are measured in early years research.
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  Data: 2023
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  Data: EJ1367505
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      – Text: English
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        PageCount: 9
        StartPage: 559
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Child Care
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Physical Activity Level
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      – SubjectFull: Young Children
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      – TitleFull: Validation of a Physical Activity, Sedentary Behavior, and Outdoor Play Behavioral Intention and Perceived Behavioral Control Tool for Early Childhood Educators
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