Physical Activity Levels of Early Childhood Educators: A Systematic Review and Meta‐Analysis.
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| Title: | Physical Activity Levels of Early Childhood Educators: A Systematic Review and Meta‐Analysis. |
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| Authors: | Hawthorne, Myranda (AUTHOR), Inniss, Bayley V. (AUTHOR), Heydon, Rachel (AUTHOR), Burke, Shauna M. (AUTHOR), Tucker, Patricia (AUTHOR) |
| Source: | Child: Care, Health & Development. Mar2026, Vol. 52 Issue 2, p1-16. 16p. |
| Subjects: | Motor ability, Child care workers, Exercise, Research funding, Accelerometry, Descriptive statistics, Meta-analysis, Systematic reviews, Role models, Health behavior, Physical activity |
| Geographic Terms: | Canada |
| Abstract: | Background: Early childhood educators (ECEs) play a key role in fostering healthy behaviours, such as physical activity (PA), in young children, yet their own PA levels are not well characterized. Understanding ECEs' PA is important given their potential to model active behaviours in childcare settings. Methods: This systematic review and meta‐analysis synthesized ECEs' PA levels, focusing on (1) time spent in moderate‐to‐vigorous PA (MVPA); (2) the proportion of ECEs meeting the World Health Organization's (WHO) PA recommendation for adults; and (3) associations between ECEs' and children's PA. Seven databases were systematically searched using terms related to PA, childcare/education and childhood. Eligible studies reported quantitative data for at least one objective. Data for objectively measured MVPA and WHO guideline adherence were pooled using meta‐analyses, and associations with children's PA were narratively synthesized. Twenty‐one studies (5291 participants) met inclusion criteria; 18 reported on MVPA (11 in meta‐analysis), 11 on guideline adherence and 6 on associations. Results: ECEs accumulated an average of 223.6 min/week of MVPA (95% CI: 83.6–363.5), exceeding WHO guidelines but with high variability (I2 = 97.6%). Overall, 52.6% (95% CI: 35.9%–68.8%; I2 = 97.3%) of educators met the adult 24‐h PA guidelines, with study‐level proportions ranging from 21% to 92%. Narrative findings indicated modest but generally positive associations between ECEs' and children's PA. Conclusions: Many ECEs meet or exceed WHO PA guidelines, underscoring their potential as active role models in childcare settings. Strengthening ECEs' capacity to support movement‐rich environments could further enhance benefits for both educators and children through consistent, collaborative approaches. Summary: Early childhood educators' (ECEs) own physical activity (PA) levels are highly variable, but only about half of this population achieves the recommended PA guidelines for adults.Workplace conditions in childcare (e.g., low pay, high stress, limited breaks and physically demanding tasks) may constrain educators' opportunities to be active, highlighting the need for supportive organizational and structural changes.Interventions to promote physical activity in childcare should target educators as well as children, recognizing ECEs as both role models and beneficiaries of workplace health promotion.Policy efforts should integrate educator wellness into early learning and childcare frameworks, ensuring that staff health is viewed as essential to high‐quality early childhood education.Future research should prioritize objective measurement of educators' physical activity and longitudinal designs to better understand determinants of behaviour and evaluate strategies to support sustainable change. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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