Teaching Practices, Self-Efficacy and the Physical Activity Environment in Aotearoa, New Zealand Early Childhood Education Centres

Abstract

Early Childhood Education (ECE) has potential to influence physical activity levels and participation among children. Factors include early childhood educator’s teaching practices, self-efficacy and quality of the movement environment. A cross-sectional study of early childhood teachers’ self-reported, self-efficacy using online Early Childhood Educator Confidence in Outdoor Movement, Physical Activity, Sedentary and Screen Behaviours (ECE-COMPASS) Questionnaire and ECE movement environment from Movement Environment Rating Scale (MOVERS) was assessed. Descriptive statistics were conducted to analyse data. Early childhood teachers (n = 42) rated (means [SD]) for task (7.2 ± 2.3) and barrier (7.0 ± 2.5) self-efficacy (out of 10). ECE (n = 6) movement environment quality (out of 7); 1 (4.0 ± 1.1), 2 (4.0 ± 0.4), 3 (3.8 ± 0.6), 4 (4.0 ± 0.6) and overall total score (4.0 ± 0.3). Early childhood teachers rate themselves as self-efficacious in delivering physical activity; however, quality of the movement environment was adequate.