Evidence map›Paper›PMID 35300723›Full record

ArticlePilot and feasibility studies2022

Implementation of an e-Learning course in physical activity and sedentary behavior for pre- and in-service early childhood educators: Evaluation of the TEACH pilot study.

Brianne A Bruijns, Leigh M Vanderloo, Andrew M Johnson, Kristi B Adamo, Shauna M Burke, Valerie Carson, Rachel Heydon, Jennifer D Irwin, Patti-Jean Naylor, Brian W Timmons and 1 more

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Pilot and feasibility studies, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
2.0field-weighted citation impact, top 15% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed, 10 citations in OpenAlex.

  1. Trial
  2. Article
  3. Article
  4. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors at 5 institutions in 1 country.

Brianne A BruijnsHealth and Rehabilitation Sciences Program, Faculty of Health Sciences, Western University, London, ON, Canada.
Leigh M VanderlooParticipACTION, Toronto, ON, Canada.
Andrew M JohnsonSchool of Health Studies, Faculty of Health Sciences, Western University, London, ON, Canada.
Kristi B AdamoSchool of Human Kinetics, Faculty of Health Sciences, University of Ottawa, Ottawa, ON, Canada.
Shauna M BurkeSchool of Health Studies, Faculty of Health Sciences, Western University, London, ON, Canada.
Valerie CarsonFaculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, AB, Canada.
Rachel HeydonFaculty of Education, Western University, London, ON, Canada.
Jennifer D IrwinSchool of Health Studies, Faculty of Health Sciences, Western University, London, ON, Canada.
Patti-Jean NaylorSchool of Exercise Science, Physical and Health Education, University of Victoria, Victoria, BC, Canada.
Brian W TimmonsChild Health and Exercise Medicine Program, McMaster University, Hamilton, ON, Canada.
Patricia TuckerSchool of Occupational Therapy, Faculty of Health Sciences, Western University, 1201 Western Road, Elborn College, Room 2547, London, ON, N6G 1H1, Canada. ttucker2@uwo.ca.
Western University · CAMcMaster University · CAUniversity of Alberta · CAUniversity of Ottawa · CAUniversity of Victoria · CA

Funding

Social Sciences and Humanities Research Council of Canada 435-2019-1008
6 · The paper itself

Abstract

backgroundChildcare-based physical activity (PA) and sedentary behavior (SB) interventions have traditionally used in-person training to supplement early childhood educators' (ECEs) knowledge and confidence to facilitate physically active programming for the children in their care. However, this method of delivery is resource-intensive and unable to reach a high number of ECEs. The purpose of the Training pre-service EArly CHildhood educators in PA (TEACH) pilot study was to test the implementation (e.g., fidelity, feasibility, acceptability) of an e-Learning course targeting PA and SB among a sample of pre-service (i.e., post-secondary students) and in-service (i.e., practicing) ECEs in Canada.

methodsA pre-/post-study design was adopted for this pilot study, and implementation outcomes were assessed cross-sectionally at post-intervention. Pre-service ECEs were purposefully recruited from three Canadian colleges and in-service ECEs were recruited via social media. Upon completing the e-Learning course, process evaluation surveys (n = 32 pre-service and 121 in-service ECEs) and interviews (n = 3 pre-service and 8 in-service ECEs) were completed to gather ECEs' perspectives on the e-Learning course. Fidelity was measured via e-Learning course metrics retrieved from the web platform. Descriptive statistics were calculated for quantitative data, and thematic analysis was conducted to analyze qualitative data.

resultsModerate-to-high fidelity to the TEACH study e-Learning course was exhibited by pre-service (68%) and in-service (63%) ECEs. Participants reported that the course was highly acceptable, compatible, effective, feasible, and appropriate in complexity; however, some ECEs experienced technical difficulties with the e-Learning platform and noted a longer than anticipated course duration. The most enjoyed content for pre- and in-service ECEs focused on outdoor play (87.5% and 91.7%, respectively) and risky play (84.4% and 88.4%, respectively).

conclusionsThese findings demonstrate the value of e-Learning for professional development interventions for ECEs. Participant feedback will be used to make improvements to the TEACH e-Learning course to improve scalability of this training.

Indexed as

ChildcareEarly childhood educatorse-LearningImplementationPhysical activityProcess evaluationSedentary behavior

Identifiers

PMID35300723
PMCPMC8927755
OpenAlexW4220654939

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.