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Educators' Self-Efficacy to Promote Physical Activity and Outdoor Play and Minimize Sedentary Behaviors in Childcare: A Tool Validation Study

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Title: Educators' Self-Efficacy to Promote Physical Activity and Outdoor Play and Minimize Sedentary Behaviors in Childcare: A Tool Validation Study
Language: English
Authors: Bruijns, Brianne A. (ORCID 0000-0003-0110-1674), Johnson, Andrew M. (ORCID 0000-0002-7269-3016), Burke, Shauna M. (ORCID 0000-0003-2749-1631), Tucker, Patricia (ORCID 0000-0002-8392-9418)
Source: Journal of Research in Childhood Education. 2023 37(1):39-48.
Availability: Routledge. 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: 10
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Early Childhood Education
Descriptors: Early Childhood Teachers, Physical Activity Level, Health Promotion, Play, Recreational Activities, Self Efficacy, Child Care, Child Caregivers, Foreign Countries, Social Cognition, Psychometrics, Validity, Measures (Individuals), Reliability
Geographic Terms: Canada
DOI: 10.1080/02568543.2022.2053006
ISSN: 0256-8543
2150-2641
Abstract: Early childhood educators (ECEs) play a vital role in encouraging healthy physical activity (PA) in childcare. As such, measuring ECEs' self-efficacy to facilitate such programming is important. The "ECE Confidence in Outdoor Movement, PA, and Sedentary and Screen Behaviors" (ECE-COMPASS) questionnaire (30 items) was developed via expert consensus. A test-retest design was used to assess the reliability and validity of the questionnaire with 165 Canadian ECEs via an online survey administered twice, one week apart. Reliability was assessed using Cronbach's alpha and test-retest statistics, and exploratory factor analysis (EFA) was employed to determine factorial validity. Internal consistency and factorial validity of a revised version of the tool (31 items) was also tested with 120 additional ECEs. The ECE-COMPASS questionnaire showed high internal consistency (Cronbach's alpha > 0.90 across subscales) and modest temporal stability (test-retest statistics > 0.62). A two-factor solution was identified by the EFA for both versions of the tool, with the two-factor solution explaining 10% more variability within the revised version, compared with the original tool. The revised ECE-COMPASS questionnaire was found to be valid and reliable and is recommended for use to measure ECEs' self-efficacy to promote PA and outdoor play and minimize sedentary behaviors in childcare.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1377999
Database: ERIC
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  Value: <anid>AN0161465741;40z01jan.23;2023Jan27.01:23;v2.2.500</anid> <title id="AN0161465741-1">Educators' Self-Efficacy to Promote Physical Activity and Outdoor Play and Minimize Sedentary Behaviors in Childcare: A Tool Validation Study </title> <p>Early childhood educators (ECEs) play a vital role in encouraging healthy physical activity (PA) in childcare. As such, measuring ECEs' self-efficacy to facilitate such programming is important. The ECE Confidence in Outdoor Movement, PA, and Sedentary and Screen Behaviors (ECE-COMPASS) questionnaire (30 items) was developed via expert consensus. A test-retest design was used to assess the reliability and validity of the questionnaire with 165 Canadian ECEs via an online survey administered twice, one week apart. Reliability was assessed using Cronbach's alpha and test-retest statistics, and exploratory factor analysis (EFA) was employed to determine factorial validity. Internal consistency and factorial validity of a revised version of the tool (31 items) was also tested with 120 additional ECEs. The ECE-COMPASS questionnaire showed high internal consistency (Cronbach's alpha > 0.90 across subscales) and modest temporal stability (test-retest statistics > 0.62). A two-factor solution was identified by the EFA for both versions of the tool, with the two-factor solution explaining 10% more variability within the revised version, compared with the original tool. The revised ECE-COMPASS questionnaire was found to be valid and reliable and is recommended for use to measure ECEs' self-efficacy to promote PA and outdoor play and minimize sedentary behaviors in childcare.</p> <p>Keywords: Childcare; early childhood educator; outdoor play; physical activity; screen time; sedentary behavior; self-efficacy</p> <p>The period from birth to 5 years of age is critical for children's physical, cognitive, and psychosocial development (Sharma & Cockerill, [<reflink idref="bib19" id="ref1">19</reflink>]). Within the childcare setting, early childhood educators (ECEs) are important for shaping early experiences that foster healthy developmental trajectories (Copeland et al., [<reflink idref="bib11" id="ref2">11</reflink>]). In fact, approximately 50% of 1- to 2-year-olds, and 85% of 3- to 5-year-olds, attend early childhood education services globally (OECD, [<reflink idref="bib15" id="ref3">15</reflink>]). ECEs are valuable role models within these settings, responsible for programming activities that support children's growth and development (Bower et al., [<reflink idref="bib5" id="ref4">5</reflink>]; Robinson et al., [<reflink idref="bib17" id="ref5">17</reflink>]). Physical activity, often in the form of active play among young children, is an essential behavior that ECEs must support. In particular, higher intensity physical activity has been associated with improved bone health and motor competence among young children, and it is also linked to improved cognitive functioning (Carson et al., [<reflink idref="bib10" id="ref6">10</reflink>]). However, in childcare settings specifically, higher intensity physical activity is often low (~1.5 min/hr; Vanderloo et al., [<reflink idref="bib24" id="ref7">24</reflink>]), and children engage in substantial amounts of sedentary time (~41 min/hr; Tucker et al., [<reflink idref="bib21" id="ref8">21</reflink>]). This is problematic; when children spend too much time sitting (particularly in front of screens), it can negatively impact their health by promoting increased fat accumulation and delaying their cognitive and psychosocial development (Leblanc et al., [<reflink idref="bib13" id="ref9">13</reflink>]). As such, the physical activity and sedentary behavior opportunities ECEs provide in childcare settings, coupled with their personal role modeling of these behaviors, are important to consider when structuring and facilitating PA affordances in childcare.</p> <p>In addition to helping children achieve other important developmental milestones (such as vocabulary and numeracy development), ECEs have a responsibility to support children's development of physical literacy. Physical literacy refers to one's motivation, confidence, and competence to engage in physical activities in a variety of contexts (Whitehead, [<reflink idref="bib26" id="ref10">26</reflink>]). Fundamental movement skills, such as running, jumping, throwing, and balancing, are the building blocks of physical literacy, and give children the tools they need to participate in physical activity and sport for life (Barnett et al., [<reflink idref="bib4" id="ref11">4</reflink>]). It is important that ECEs are confident and competent in leading activities that support children's development of these important skills, and that they foster children's motivation to move, as early childhood is when fundamental movement skills begin to develop and children form their habits and perspectives about movement-based activities (Malina, [<reflink idref="bib14" id="ref12">14</reflink>]). Further, children who are physically literate are more likely to grow up with a love of movement and possess the confidence and ability to participate in a wide variety of physical activities, which will help them maintain a healthy lifestyle as they age (Whitehead, [<reflink idref="bib26" id="ref13">26</reflink>]). As such, as important as it is to help young children become "school-ready," it is equally important that ECEs focus on providing adequate opportunities for children to practice fundamental movement skills and know how to appropriately challenge children's abilities so that they progress in their skills while maintaining their confidence and enjoyment.</p> <p>Childcare settings are capable of supporting children's physical activity and fundamental movement skill development when ECEs have the knowledge, confidence, and motivation to utilize the environment and available equipment to facilitate such experiences. In particular, it is important that ECEs advocate for unstructured, outdoor free play, as children have been found to engage in twice the amount of total physical activity (TPA), and 10 times the amount of moderate-to-vigorous physical activity (MVPA), during outdoor versus indoor play at childcare (Vanderloo et al., [<reflink idref="bib23" id="ref14">23</reflink>]). Importantly, the outdoor environment is also less conducive to sedentary behavior, as there is usually more room to move, and the environment invites more curiosity to explore. For example, young children have been found to engage in increased risky play (i.e., play that is thrilling and challenging with a chance of getting hurt) while outdoors (Sandseter et al., [<reflink idref="bib18" id="ref15">18</reflink>]). This is likely due to the fact that natural elements (such as trees, stumps, logs, and hills) encourage children to climb higher, run faster, and balance on a variety of surfaces (Sandseter et al., [<reflink idref="bib18" id="ref16">18</reflink>]). Therefore, if the goal is to improve young children's physical activity and reduce sedentary behaviors in the childcare setting, it is essential that ECEs possess the confidence and motivation to program and facilitate outdoor and risky play in childcare.</p> <hd id="AN0161465741-2">Educators' self-efficacy and social cognitive theory</hd> <p>According to Bandura's Social Cognitive Theory, self-efficacy, along with observational modeling and outcome expectancies, are predictive of behavior (Bandura, [<reflink idref="bib2" id="ref17">2</reflink>]). That is, individuals with a high level of self-efficacy are more likely to undertake and master challenging tasks, while individuals with lower self-efficacy may avoid them (Bandura, [<reflink idref="bib2" id="ref18">2</reflink>]). Self-efficacy often takes on two forms: 1) task self-efficacy and 2) barrier self-efficacy (Bandura, [<reflink idref="bib1" id="ref19">1</reflink>]). Task self-efficacy refers to one's confidence in their ability to complete a task, while barrier self-efficacy refers to one's confidence in their ability to complete a task <emph>in the face of challenges or barriers</emph> (Bandura, [<reflink idref="bib1" id="ref20">1</reflink>]). While task self-efficacy is most commonly measured and referred to in the childcare physical activity literature (Szpunar et al., [<reflink idref="bib20" id="ref21">20</reflink>]), barrier self-efficacy is important to consider, as challenges often arise that make it more difficult to complete tasks.</p> <p>While barriers may be unique for each ECE, common barriers to engaging children in physical activity and outdoor play noted by ECEs have included: not enough space, time, or energy; weather; difficulty managing transitions; and unsupportive colleagues (Van Zandvoort et al., [<reflink idref="bib22" id="ref22">22</reflink>]). For example, in the childcare context, ECEs may be confident in their ability to provide their children with daily outdoor play opportunities but may not feel as confident if they are faced with multiple rainy days. In this scenario, ECEs who are highly self-efficacious in their ability to facilitate outdoor play <emph>even if it is raining</emph> will be more likely to master the task than those who are less confident. As such, as much as it is important to ensure ECEs are confident in their ability to facilitate and lead physical activity and outdoor play opportunities, and to minimize children's sedentary behaviors, it is essential that common barriers are taken into account as these may also influence ECEs' self-efficacy levels.</p> <hd id="AN0161465741-3">Study rationale</hd> <p>The research team conducted a systematic review of the available tools measuring ECEs' self-efficacy to promote physical activity and outdoor play and minimize sedentary behaviors in childcare settings (Szpunar et al., [<reflink idref="bib20" id="ref23">20</reflink>]). Of the 13 tools reviewed (referenced in 16 articles), only 50% listed measures of validity and/or reliability, and only five employed a tool that was validated for use within the ECE population. Among the 13 tools, the number of self-efficacy items ranged from one to 29, with most tools (<emph>n</emph> = 10) focusing only on task self-efficacy. The most common self-efficacy items pertained to <emph>teaching/leading physical activity</emph> (<emph>n</emph> = 11 tools), <emph>physical activity promotion and programming</emph> (<emph>n</emph> = 8 tools), <emph>fundamental movement skills</emph> (<emph>n</emph> = 5 tools), and <emph>teaching the relationship between physical activity and health</emph> (<emph>n</emph> = 5 tools). Few tools included items relating to <emph>physical activity enjoyment and motivation</emph> (<emph>n</emph> = 2 tools), <emph>sedentary behavior</emph> (<emph>n</emph> = 2 tools), or <emph>outdoor/risky play</emph> (<emph>n</emph> = 2 tools). The lack of focus on key content areas (e.g., physical activity enjoyment/motivation [an essential component of physical literacy; Whitehead, [<reflink idref="bib26" id="ref24">26</reflink>]], sedentary behavior, outdoor and risky play) and the omission of barrier self-efficacy items in the large majority of the tools are problematic. Therefore, no tool was deemed appropriate to comprehensively assess ECEs' self-efficacy to promote physical activity and outdoor play and minimize sedentary behaviors in childcare. Thus, the purpose of this study was to create and validate a self-efficacy tool for ECEs to measure their confidence to promote physical activity and outdoor play and minimize sedentary behaviors in childcare settings.</p> <hd id="AN0161465741-4">Methods</hd> <p></p> <hd id="AN0161465741-5">Study design, recruitment, and procedures</hd> <p>A validation study design, adopting a test-retest approach, was employed to assess psychometric measures of the <bold><emph>ECE C</emph></bold><emph>onfidence in <bold>O</bold>utdoor <bold>M</bold>ovement, <bold>P</bold>hysical <bold>A</bold>ctivity, <bold>S</bold>edentary and <bold>S</bold>creen Behaviors</emph> (<bold>ECE-COMPASS</bold>) tool (Supplementary File 1). From October to November 2020, Canadian ECEs, employed in center- or home-based childcare, preschool, or kindergarten settings, were recruited via social media advertisements (e.g., Twitter, Facebook). The research team also emailed Canadian childcare organizations to inquire if they would be willing to share the study advertisement with their members and/or colleagues. ECEs completed the same online survey (~20 minutes) at two time points, one week apart. Participants were asked to create a unique participant ID in the first survey by answering a series of simple questions (e.g., How many letters are in your first name?), which was also entered in the second survey to link participants' responses. A second cohort of ECEs, from an unaffiliated study (Bruijns et al., [<reflink idref="bib7" id="ref25">7</reflink>]), completed the survey to refine the questions and assess factorial validity of the revised version of the tool. The study protocol for this tool validation study was approved by the Non-Medical Research Ethics Board at <emph>[insert university]</emph> (REB# 116,428).</p> <hd id="AN0161465741-6">Online survey</hd> <p>Using Qualtrics survey software, participant demographics were collected at the beginning of the first survey. Demographic information included: age, gender, and ethnicity; the province/territory where ECEs resided; the type of childcare setting in which they were employed (i.e., center-/home-based childcare, preschool/kindergarten); the type of ECE pre-service training program they completed (i.e., certificate, diploma, bachelor's or graduate degree) and years of schooling; the number of courses in their pre-service schooling that covered physical activity, outdoor play, and sedentary behavior; if they had completed professional development in physical activity, outdoor play, and/or sedentary behavior; and their personal hours per week spent in MVPA and recreational screen time. In both surveys, participants were asked to rate their confidence in their ability to perform the same set of self-efficacy tasks (30 items; described below) during their childcare day on a scale from 0 (<emph>not confident at all</emph>) to 10 (<emph>completely confident</emph>). The online survey was also used to validate a behavioral intention and perceived behavioral control questionnaire for ECEs' physical activity, outdoor play, and sedentary behavior-related practices in childcare (56 items). Psychometric evaluation of this behavioral intention and perceived behavioral control tool are published elsewhere (Bruijns et al., [<reflink idref="bib6" id="ref26">6</reflink>]).</p> <hd id="AN0161465741-7">Item development for the ECE-COMPASS questionnaire</hd> <p>Self-efficacy items were informed by those in existing tools identified in the systematic review (16 items), with an additional 14 items added to reflect guidance from <emph>The Canadian 24-hour Movement Guidelines for the Early Years</emph> (Canadian Society for Exercise Physiology, [<reflink idref="bib8" id="ref27">8</reflink>]), to capture a broad array of sedentary behavior and outdoor play-related tasks, and to represent common barriers faced by ECEs when promoting physical activity and outdoor play and minimizing sedentary opportunities (Van Zandvoort et al., [<reflink idref="bib22" id="ref28">22</reflink>]). The development of the self-efficacy items was guided by Bandura's <emph>Guide for Creating Self-Efficacy Scales</emph> (Bandura, [<reflink idref="bib3" id="ref29">3</reflink>]), and all items (in both the original and revised versions of the questionnaire) were reviewed by experts (i.e., mid-career researchers; <emph>n</emph> = 5) in young children's physical activity and health psychology to establish face validity. The resulting ECE-COMPASS tool comprised 19 task and 11 barrier self-efficacy items. Sixteen of these items referenced physical activity and/or physical literacy, seven items referenced outdoor and/or risky play, and seven items referenced sedentary behavior (inclusive of screen-viewing), respectively.</p> <p>Psychometric analysis of the initial version of the questionnaire (including factor analysis) led to the removal of one item, the addition of two new items, and a language modification on three items. The internal consistency and factorial validity of the modified tool (31 items) was tested post-hoc with 120 additional ECEs participating in an unrelated study (Bruijns et al., [<reflink idref="bib7" id="ref30">7</reflink>]).</p> <hd id="AN0161465741-8">Data analysis</hd> <p>Descriptive statistics of participant demographics were completed in SPSS (version 27), while remaining analyses were completed in R studio (R Core Team, [<reflink idref="bib16" id="ref31">16</reflink>]). Means (<emph>M</emph>) and standard deviations (<emph>SD</emph>) were calculated for participants' self-efficacy ratings in order to run psychometric analyses. To determine the reliability of the ECE-COMPASS questionnaire, the internal consistency (Cronbach's alpha) and temporal stability of the self-efficacy items were evaluated within sub-scales that had been defined prior to the administration of the questionnaire (i.e., task and barrier items). Exploratory factor analysis (EFA) was conducted to evaluate the factorial validity of the questionnaire (i.e., to identify the extent to which the questionnaire items formed a natural general factor, or whether a multiple factor solution was plausible). Factor extraction was primarily guided by an examination of the Bayesian Information Criterion (BIC), wherein the factor extraction that minimized the BIC was considered to be the most parsimonious extraction. An oblimin rotation was applied to the extracted factor solution to facilitate factor interpretation.</p> <hd id="AN0161465741-9">Results</hd> <p>A total of 277 participants completed the baseline survey, and 165 of these participants completed the follow-up survey and were retained for analysis. ECEs represented every Canadian province/territory, except Nunavut. The mean age of the sample was 39.5 years (<emph>SD</emph> = 10.5), and most were female (97.0%), Caucasian (86.7%), employed in a center-based childcare setting (72.7%), and had completed a diploma program (66.1%) for their pre-service schooling. The majority of ECEs reported having taken courses with content in physical activity (87.3%) and outdoor and/or risky play (77.6%) in their pre-service schooling, while less than half (47.6%) reported having taken courses with content related to sedentary behavior. Similarly, most ECEs reported having completed professional development in physical activity (64.2%) and outdoor and/or risky play (77.6%), but few had completed professional development in sedentary behavior (19.4%). A minority of ECEs (32.1%) met 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="ref32">9</reflink>]), while most ECEs (67.3%) met the recreational screen time guideline (<3 hours/day). An additional sample of 120 ECEs from another study were also retained for EFA analyses of the revised ECE-COMPASS tool, and these participant demographics (and comparisons to the original sample) are presented in Table 1.</p> <p>Table 1. Early childhood educators' demographic information.</p> <p> <ephtml> <table><thead><tr><td>Variable</td><td>Original Sample (N = 165)</td><td>Revised Sample (N = 120)</td><td><italic>p</italic> value</td><td>Variable</td><td>Original Sample (N =165)</td><td>Revised Sample (N = 120)</td><td><italic>p</italic> value</td></tr><tr><td><italic>n</italic></td><td>%</td><td><italic>n</italic></td><td>%</td><td><italic>n</italic></td><td>%</td><td><italic>n</italic></td><td>%</td></tr></thead><tbody><tr><td>Age (<italic>M</italic> ±<italic> SD</italic>)</td><td>39.5</td><td>10.5</td><td>37.1</td><td>9.6</td><td>.180</td><td>ECE Program Type</td><td>.013*</td></tr><tr><td>Gender</td><td>.366</td><td>Certificate</td><td>34</td><td>20.6</td><td>12</td><td>10.0</td><td /></tr><tr><td>Female</td><td>160</td><td>97.0</td><td>119</td><td>99.2</td><td /><td>Diploma</td><td>109</td><td>66.1</td><td>82</td><td>68.3</td><td /></tr><tr><td>Male</td><td>2</td><td>1.2</td><td>1</td><td>0.8</td><td /><td>Bachelor's Degree</td><td>17</td><td>10.3</td><td>17</td><td>14.2</td><td /></tr><tr><td>Genderqueer</td><td>1</td><td>0.6</td><td>0</td><td>0.0</td><td /><td>Graduate Degree</td><td>5</td><td>3.0</td><td>4</td><td>3.3</td><td /></tr><tr><td>Ethnicity</td><td>.003*</td><td>Courses Taken in Physical Activity</td><td>.015*</td></tr><tr><td>Caucasian</td><td>143</td><td>86.7</td><td>80</td><td>66.7</td><td /><td>No courses</td><td>21</td><td>12.7</td><td>23</td><td>19.2</td><td /></tr><tr><td>African Canadian</td><td>2</td><td>1.2</td><td>2</td><td>1.7</td><td /><td>1 course</td><td>67</td><td>40.6</td><td>63</td><td>52.5</td><td /></tr><tr><td>South Asian</td><td>3</td><td>1.8</td><td>10</td><td>8.3</td><td /><td>2 courses</td><td>41</td><td>24.8</td><td>22</td><td>18.3</td><td /></tr><tr><td>East Asian</td><td>8</td><td>4.8</td><td>11</td><td>9.2</td><td /><td>3+ courses</td><td>36</td><td>21.8</td><td>12</td><td>10.0</td><td /></tr><tr><td>Middle Eastern</td><td>1</td><td>0.6</td><td>3</td><td>2.5</td><td /><td>Courses Taken in Sedentary Behavior</td><td>.252</td></tr><tr><td>First Nations/Aboriginal</td><td>4</td><td>2.4</td><td>1</td><td>0.8</td><td /><td>No courses</td><td>86</td><td>52.1</td><td>62</td><td>51.7</td><td /></tr><tr><td>Latin Canadian</td><td>2</td><td>1.2</td><td>4</td><td>3.3</td><td /><td>1 course</td><td>34</td><td>20.6</td><td>37</td><td>30.8</td><td /></tr><tr><td>Southeast Asian</td><td>0</td><td>0.0</td><td>3</td><td>2.5</td><td /><td>2 courses</td><td>15</td><td>9.1</td><td>10</td><td>8.3</td><td /></tr><tr><td>Prefer not to answer</td><td>2</td><td>1.2</td><td>3</td><td>2.5</td><td /><td>3+ courses</td><td>29</td><td>17.6</td><td>11</td><td>9.2</td><td /></tr><tr><td>Childcare Type</td><td>.053</td><td>Courses Taken in Outdoor and Risky Play</td><td>.138</td></tr><tr><td>Center-Based Childcare</td><td>120</td><td>72.7</td><td>74</td><td>61.7</td><td /><td>No courses</td><td>37</td><td>22.4</td><td>27</td><td>22.5</td><td /></tr><tr><td>Home-Based Childcare</td><td>20</td><td>12.1</td><td>11</td><td>9.2</td><td /><td>1 course</td><td>65</td><td>39.4</td><td>61</td><td>50.8</td><td /></tr><tr><td>Kindergarten</td><td>14</td><td>8.5</td><td>18</td><td>15.0</td><td /><td>2 courses</td><td>39</td><td>23.6</td><td>15</td><td>12.5</td><td /></tr><tr><td>Preschool</td><td>11</td><td>6.7</td><td>16</td><td>13.3</td><td /><td>3+ courses</td><td>24</td><td>14.6</td><td>17</td><td>14.2</td><td /></tr><tr><td>Professional Development</td><td /><td>Meeting the Adult Physical Activity Guideline<sup>a</sup></td><td>.344</td></tr><tr><td>Yes</td><td>53</td><td>32.1</td><td>33</td><td>27.5</td><td /></tr><tr><td>Physical Activity</td><td>106</td><td>64.2</td><td>46</td><td>38.3</td><td>.000*</td><td>No</td><td>112</td><td>67.9</td><td>87</td><td>72.5</td><td /></tr><tr><td>Sedentary Behavior</td><td>32</td><td>19.4</td><td>20</td><td>16.7</td><td>.556</td><td>Meeting the Adult Screen Time Guideline<sup>a</sup></td><td>.625</td></tr><tr><td>Outdoor/Risky Play</td><td>128</td><td>77.6</td><td>67</td><td>55.8</td><td>.000*</td><td>Yes</td><td>111</td><td>67.3</td><td>84</td><td>70.0</td><td /></tr><tr><td>None</td><td>26</td><td>15.8</td><td>41</td><td>34.2</td><td>.000*</td><td>No</td><td>54</td><td>32.7</td><td>36</td><td>30.0</td><td /></tr></tbody></table> </ephtml> </p> <p>1 ECE = Early Childhood Education; <sups>a</sups> 150 min/week of moderate-to-vigorous physical activity and <3 hours/day of recreational screen time as per the <emph>Canadian 24-Hour Movement Guidelines for Adults</emph> (Canadian Society for Exercise Physiology, [<reflink idref="bib9" id="ref33">9</reflink>]); Samples were compared using independent samples <emph>t</emph>-tests for continuous data, and <emph>X<sups>2</sups></emph> tests for categorical data (* = significant difference between samples).</p> <hd id="AN0161465741-10">Psychometric testing</hd> <p>Internal consistency of the ECE-COMPASS tool was high, with task self-efficacy demonstrating a Cronbach's alpha value of 0.92 for the original version and 0.94 for the revised version, and barrier self-efficacy demonstrating a value of 0.89 for the original version and 0.92 for the revised version. Test-retest statistics for task (0.62) and barrier (0.69) self-efficacy suggest a modest temporal stability.</p> <p>When considering the factorial validity of the item pool, in the original version of the questionnaire, examination of the BIC suggested that a two-factor solution was the most parsimonious representation of the data. This solution explained 44% of the variance in the data (with the first factor explaining 37% of the data, and the second factor explaining 7% of the data). Examination of the oblimin-rotated factor solution (presented in Table 2) suggests that all items within the questionnaire are highly intercorrelated (the first factor consisted of 26 of the 30 items). However, a second factor did emerge (3 items), consisting primarily of items pertaining to appropriate role modeling and avoidance of screen-viewing by ECEs. One barrier self-efficacy item (<emph>self-efficacy to facilitate outdoor play even when it takes additional time to get children dressed</emph>) was evenly split between the two factors. The majority of factor loadings (86.7%) were greater than 0.50.</p> <p>Table 2. Factor loadings for exploratory factor analyses of the original and revised ECE-COMPASS questionnaire.</p> <p> <ephtml> <table><tbody><tr><td valign="middle">Item</td><td><italic>Original Version</italic></td><td><bold>Revised Version</bold></td></tr><tr><td>Factor 1</td><td>Factor 2</td><td>Factor 1</td><td>Factor 2</td></tr><tr><td>Program opportunities for at least 120 min/day of physical activity at any intensity</td><td>0.58</td><td /><td>0.66</td><td /></tr><tr><td>Facilitate higher intensity physical activity (i.e., activities that induce sweating and heavy breathing) for children in my care everyday</td><td>0.59</td><td /><td>0.61</td><td /></tr><tr><td>Lead activities that promote children's development of physical literacy (e.g., including running, jumping, balancing, throwing, catching)</td><td>0.71</td><td /><td>0.96</td><td /></tr><tr><td>Adapt physical activities for different developmental abilities</td><td>0.77</td><td /><td>0.83</td><td /></tr><tr><td>Support children's motivation to move through verbal encouragement</td><td>0.71</td><td /><td>0.74</td><td /></tr><tr><td>Incorporate movement into your curriculum (e.g., literacy and numeracy)</td><td>0.83</td><td /><td>0.60</td><td /></tr><tr><td>Facilitate opportunities for unstructured (i.e., child-directed) active play each day</td><td>0.79</td><td /><td>0.62</td><td /></tr><tr><td>Lead structured (i.e., educator-facilitated) physical activity each day</td><td>0.72</td><td /><td>0.80</td><td /></tr><tr><td>Create an environment that supports children's active play</td><td>0.68</td><td /><td>0.71</td><td /></tr><tr><td>Teach children about the health benefits of physical activity</td><td>0.67</td><td /><td>0.92</td><td /></tr><tr><td>Communicate about children's physical activity and physical literacy with families</td><td>0.63</td><td /><td>0.76</td><td /></tr><tr><td>Develop organizational policies for physical activity <italic>and screen time</italic></td><td>0.58</td><td /><td>0.80</td><td /></tr><tr><td><bold>Develop organizational policies for screen time</bold></td><td /><td /><td /><td>0.31</td></tr><tr><td>Serve as a positive role model for children's physical activity by participating in movement-based activities</td><td>0.62</td><td /><td>0.56</td><td /></tr><tr><td>Serve as a positive role model for children's sedentary behaviours by limiting your own sitting during care hours</td><td>0.47</td><td /><td>0.57</td><td /></tr><tr><td>Serve as a positive role model for children's screen behaviours by limiting your own screen use during care hours</td><td /><td>0.54</td><td /><td>0.51</td></tr><tr><td>Minimize long periods (>60 minutes) of sitting time among the children in my care</td><td>0.48</td><td /><td /><td>0.49</td></tr><tr><td>Incorporate physical activity opportunities (e.g., active breaks and transitions) to minimize prolonged sitting time</td><td>0.60</td><td /><td /><td>0.42</td></tr><tr><td>Avoid children's use of screen-based technology during childcare hours</td><td /><td>0.81</td><td /><td>0.59</td></tr><tr><td>Engage children in <bold>age-appropriate</bold> risky play (i.e., adventurous play that tests children's limits but involves a chance of minor injury; e.g., play at heights, high speeds)</td><td>0.44</td><td /><td /><td>0.73</td></tr><tr><td><bold>Provide children with multiple outdoor play opportunities everyday</bold></td><td /><td /><td /><td>0.41</td></tr><tr><td>Provide outdoor playtime even when the weather conditions are not favourable, but not extreme</td><td>0.53</td><td /><td /><td>0.73</td></tr><tr><td>Facilitate children's active play indoors when: <italic>outdoor play is not an option</italic>; <bold>extreme weather prevents outdoor play</bold></td><td>0.66</td><td /><td>0.45</td><td /></tr><tr><td>Facilitate opportunities for <bold>age-appropriate</bold> risky play: <italic>despite parents/educator concerns about children's safety</italic>; <bold>even when met with resistance from parents/other educators</bold></td><td>0.56</td><td /><td /><td>0.65</td></tr><tr><td>Facilitate outdoor active play opportunities even when I am tired</td><td>0.62</td><td /><td /><td>0.66</td></tr><tr><td>Facilitate outdoor active play opportunities even when transitions are difficult</td><td>0.59</td><td /><td /><td>0.83</td></tr><tr><td>Facilitate outdoor active play opportunities even when it takes additional time to get children dressed</td><td>0.49</td><td>0.42</td><td /><td>0.78</td></tr><tr><td>Lead structured physical activities in a small/limited space</td><td>0.60</td><td /><td>0.52</td><td /></tr><tr><td>Encourage physical activity when my colleagues/superiors do not value it</td><td>0.66</td><td /><td /><td>0.56</td></tr><tr><td>Program opportunities for physical activity even when there are time constraints</td><td>0.66</td><td /><td>0.59</td><td /></tr><tr><td><italic>Avoid children's use of screen-based technology when outdoor play is not an option</italic></td><td /><td>0.63</td><td /><td /></tr><tr><td>Minimize children's sedentary behaviour when they are tired</td><td>0.63</td><td /><td>0.52</td><td /></tr></tbody></table> </ephtml> </p> <p>2 <emph>Note</emph>. Italicized text refers to text presented only in the original version and bold text refers to text presented only in the revised version of the questionnaire.</p> <p>The items within the revised version of the questionnaire also suggested a two-factor solution, but this solution explained 54% of the variance in the data (with the first factor explaining 33% of the variability, and the second factor explaining 21% of the variability). Examination of the oblimin-rotated factor solution (also presented in Table 2) suggests that while the items in the revised questionnaire are highly correlated (as was the case with the first version of the questionnaire; the first factor consisted of 18 of the 31 items), the second factor (13 items) allows for a stronger identification of confidence to limit sedentary behavior (inclusive of screen-viewing) and to promote outdoor and risky play. The majority of factor loadings (83.9%) were greater than 0.50.</p> <hd id="AN0161465741-11">Discussion</hd> <p>In light of the relation between self-efficacy and behavior, as well as the importance of ensuring children are afforded adequate movement opportunities in childcare, ensuring ECEs are confident in their ability to promote healthy behaviors among children in childcare is necessary. The purpose of this study was to develop and test the reliability and factorial validity of the ECE-COMPASS questionnaire in a sample of Canadian ECEs. In doing so, a primary aim of this research is to develop a tool that will lead to greater consistency in the way that ECEs' self-efficacy relating to movement experiences in childcare is measured across studies. Findings from reliability analyses showed high internal consistency and modest test-retest reliability of the tool. Both the original version and the revised version of the tool demonstrated moderate factorial validity; however, the revised version accounted for 10% more of the variability in the data than the original version, and the factor structure represented a more robust explanation of the behavior domain. As such, the revised version of the tool is recommended for use in the ECE population.</p> <p>Acceptable reliability of the ECE-COMPASS tool was established in this validation study, with high internal consistency and modest temporal stability reported. These findings are similar to previous validation studies with similar objectives; for example, in the systematic review undertaken to inform the present study (Szpunar et al., [<reflink idref="bib20" id="ref34">20</reflink>]), six studies reported on internal consistency using Cronbach's alpha, with an average of 0.92 across studies (range = 0.84 to 0.98), on par with what was calculated in the present study. Only one study in this review (Webster et al., [<reflink idref="bib25" id="ref35">25</reflink>]) reported on temporal stability for their self-efficacy questionnaire, and reported test-retest stability for pre-service ECEs' and teachers' (<emph>n</emph> = 247) self-efficacy ratings to range from 0.70 to 0.90; however, it is important to note that the authors employed a test-retest delay of only 4 days, which likely contributed to their more positive findings regarding this measure of reliability. Nevertheless, with the findings from this study establishing acceptable reliability of the ECE-COMPASS questionnaire compared to other research in this field, researchers can confidently employ this tool to measure ECEs' self-efficacy in physical activity-related contexts.</p> <p>Although the reliability analyses suggested that the task and barrier self-efficacy items represent internally consistent subscales, the EFA suggests that the distinctions between task and barrier self-efficacy items are less concrete. In the original version of the questionnaire, the large majority of the items fell onto the first factor, while only three screen-viewing items fell onto the second factor. However, by modifying the tool to improve clarity in item wording, nearly two-thirds of the barrier self-efficacy items fell on the second factor in the revised questionnaire analyses, and the factors extracted were more behavior-specific. In general, physical activity-related items formed the first factor, and sedentary behavior and outdoor and risky play-related items formed the second factor. This is similar to a validation study by Derscheid et al. ([<reflink idref="bib12" id="ref36">12</reflink>]), who found that nutrition and physical activity-related items within the curriculum sub-section of their self-efficacy questionnaire were distinct (by behavior) in their factor loadings. In the present study, the factorial distinction between physical activity and sedentary behavior-related items was to be expected, as few ECEs had completed pre-service or professional development training in sedentary behavior when compared to their training experience in physical activity. Due to the strong link between knowledge and self-efficacy (Bandura, [<reflink idref="bib2" id="ref37">2</reflink>]), the disparity in educational background in physical activity and sedentary behavior is likely to have affected the way in which ECEs rated their self-efficacy for these content areas. In contrast, it was anticipated that the outdoor and risky play-related items would be associated with physical activity-related items, given ECEs' comparable educational background in these areas. However, their association with the sedentary behavior-related items may shed light on ECEs' difficulties in facilitating daily outdoor play experiences, particularly in the face of barriers like weather (Van Zandvoort et al., [<reflink idref="bib22" id="ref38">22</reflink>]).</p> <hd id="AN0161465741-12">Recommendations for application of the ECE-COMPASS tool</hd> <p>Based on the findings of this study, the modified version of the ECE-COMPASS questionnaire is recommended for measuring ECEs' self-efficacy in physical activity, sedentary behavior, and outdoor and risky play contexts. Despite the trend noted in the factor analysis where behavior-specific items hung together, the imperfect categorization of behaviors to form their own factors (e.g., sedentary behavior and outdoor and risky play items clustered together) limits the ability to recommend scoring of the tool by behavior. This is hypothesized to be due to a general underlying competency to perform movement behavior-related tasks. However, since task and barrier self-efficacy are recognized as distinct types of self-efficacy, producing composite scores for these subscales is appropriate. If task and barrier subscale scores are needed within a particular project, we would recommend aggregating these items as unit-weighted composites (i.e., by averaging the item scores within the task and barrier domains).</p> <hd id="AN0161465741-13">Limitations</hd> <p>Despite this study's strengths, including the large sample of Canadian ECEs and the comprehensive process undertaken to develop the tool (i.e., systematic review, expert consultation, multiple testing), there are limitations that must be acknowledged. First, due to the online and anonymous nature of the survey (which limited the researchers' ability to know which participants were following the requested test-retest timeframe), participants may have completed the second survey more than one week (and up to four weeks) after their initial participation. Despite efforts to encourage timely participation in the second survey (e.g., reminder e-mails), the longer test-retest timeframe likely contributed to the lower-than-expected temporal stability of the tool. Additionally, test-retest statistics could not be computed for the revised version of the tool; given the differences between the original and revised versions of the ECE-COMPASS questionnaire, it is possible that the temporal stability statistics from the original version of the questionnaire may not extend to the revised version. Therefore, further testing regarding the stability of the revised ECE-COMPASS questionnaire with a more stringent test-retest protocol (e.g., in-person surveys and scheduled retest dates) is required to establish the true temporal stability of this questionnaire. Second, the revised version of the questionnaire was tested with a different sample of ECEs from the original version, and these participants significantly differed in their ethnicity, professional development, pre-service ECE program type, and post-secondary courses in physical activity. While many of these items (e.g., educational background and professional development) were self-reported (and, therefore, could have been under or overestimated), it is possible that these demographic factors may have influenced self-efficacy ratings, and consequently the EFA results. Therefore, these study samples should not be viewed as equally representative, and caution should be exercised when comparing psychometric properties of the original and revised tools.</p> <hd id="AN0161465741-14">Conclusion</hd> <p>This study tested the reliability and validity of the ECE-COMPASS questionnaire to offer a tool that can improve the measurement consistency of ECEs' self-efficacy in physical activity, outdoor play, and sedentary behavior contexts. High internal consistency and modest test-retest reliability were demonstrated, and moderate factorial validity was established for both the original and revised versions of the tool. However, the revised version accounted for more of the variability in the data than the original version and the factors extracted demonstrated behavior-specific distinctions; as such, the revised tool is recommended for use in the ECE population. Given the association between self-efficacy and behavior, and the importance of ensuring young children are active while attending childcare, fostering ECEs' confidence to promote physical activity and outdoor play and minimizing prolonged sitting in childcare is necessary. Measuring ECEs' self-efficacy in these contexts in a consistent manner will help to shed light on areas that ECEs may need more training, resources, and support.</p> <hd id="AN0161465741-15">Acknowledgments</hd> <p>The authors would like to acknowledge all of the ECEs who participated in this research study. This work was supported by the North American Society for Pediatric Exercise Medicine Marco Cabrera Student Award (BAB), the Social Sciences and Humanities Research Council of Canada Joseph-Armand Bombardier Canada Graduate Scholarship (BAB), Western University's Faculty Scholar Award (SMB, PT), and the Ontario Ministry of Research and Innovation Early Researcher Award (PT).</p> <hd id="AN0161465741-16">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0161465741-17">Supplementary material</hd> <p>Supplemental data for this article can be accessed online https://doi.org/10.1080/02568543.2022.2053006.</p> <ref id="AN0161465741-18"> <title> References </title> <blist> <bibl id="bib1" idref="ref19" type="bt">1</bibl> <bibtext> Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. 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  Data: <searchLink fieldCode="AR" term="%22Bruijns%2C+Brianne+A%2E%22">Bruijns, Brianne A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0110-1674">0000-0003-0110-1674</externalLink>)<br /><searchLink fieldCode="AR" term="%22Johnson%2C+Andrew+M%2E%22">Johnson, Andrew M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7269-3016">0000-0002-7269-3016</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burke%2C+Shauna+M%2E%22">Burke, Shauna M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2749-1631">0000-0003-2749-1631</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tucker%2C+Patricia%22">Tucker, Patricia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8392-9418">0000-0002-8392-9418</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Childhood+Education%22"><i>Journal of Research in Childhood Education</i></searchLink>. 2023 37(1):39-48.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. 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: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– 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="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <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="%22Health+Promotion%22">Health Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Recreational+Activities%22">Recreational Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Caregivers%22">Child Caregivers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Cognition%22">Social Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02568543.2022.2053006
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0256-8543<br />2150-2641
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Early childhood educators (ECEs) play a vital role in encouraging healthy physical activity (PA) in childcare. As such, measuring ECEs' self-efficacy to facilitate such programming is important. The "ECE Confidence in Outdoor Movement, PA, and Sedentary and Screen Behaviors" (ECE-COMPASS) questionnaire (30 items) was developed via expert consensus. A test-retest design was used to assess the reliability and validity of the questionnaire with 165 Canadian ECEs via an online survey administered twice, one week apart. Reliability was assessed using Cronbach's alpha and test-retest statistics, and exploratory factor analysis (EFA) was employed to determine factorial validity. Internal consistency and factorial validity of a revised version of the tool (31 items) was also tested with 120 additional ECEs. The ECE-COMPASS questionnaire showed high internal consistency (Cronbach's alpha > 0.90 across subscales) and modest temporal stability (test-retest statistics > 0.62). A two-factor solution was identified by the EFA for both versions of the tool, with the two-factor solution explaining 10% more variability within the revised version, compared with the original tool. The revised ECE-COMPASS questionnaire was found to be valid and reliable and is recommended for use to measure ECEs' self-efficacy to promote PA and outdoor play and minimize sedentary behaviors in childcare.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1377999
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1377999
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02568543.2022.2053006
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 39
    Subjects:
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Physical Activity Level
        Type: general
      – SubjectFull: Health Promotion
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Recreational Activities
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Child Care
        Type: general
      – SubjectFull: Child Caregivers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Social Cognition
        Type: general
      – SubjectFull: Psychometrics
        Type: general
      – SubjectFull: Validity
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Reliability
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Educators' Self-Efficacy to Promote Physical Activity and Outdoor Play and Minimize Sedentary Behaviors in Childcare: A Tool Validation Study
        Type: main
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            NameFull: Bruijns, Brianne A.
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            NameFull: Johnson, Andrew M.
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            NameFull: Burke, Shauna M.
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            NameFull: Tucker, Patricia
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0256-8543
            – Type: issn-electronic
              Value: 2150-2641
          Numbering:
            – Type: volume
              Value: 37
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            – TitleFull: Journal of Research in Childhood Education
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