Repository logo
 

The Feasibility and Potential Efficacy of a Physical Activity Programme in Early Childhood Centres in Aotearoa, New Zealand

Files

Thesis (Note: Chapters 2 & 4 under embargo until 15th July 2026)(10 MB)

Date

2024

Authors

Supervisor

Harris, Nigel
Duncan, Scott
Gibbons, Andrew

Item type

Thesis

Degree name

Doctor of Philosophy

Journal Title

Journal ISSN

Volume Title

Publisher

Auckland University of Technology

Abstract

Physical activity during the first five years of life is fundamental to the health and future well- being of children, and physical activity habits begin to develop in early childhood. The World Health Organisation Global Action Plan for Physical Activity (GAPPA) to reduce physical inactivity by 15% by 2030 recommends that children aged (3-5) years should engage in 180 minutes of total physical activity, including 60 minutes of moderate-to-vigorous intensity physical activity (MVPA) per day. However, children under five are not meeting these physical activity recommendations, evidently spending much of their day in sedentary behaviour. Significantly, approximately 87% of New Zealand (NZ) children under five attend an early childhood setting such as a licensed early childhood education (ECE) centre, therefore this setting is a key stakeholder in the physical activity levels of children. Within this setting, studies suggest teachers serve as the primary daytime role models, but teachers report needing greater guidance on how to promote physical activity and reduce sedentary behaviour. Therefore, my study sought to determine the feasibility and potential efficacy of a teacher-led, online physical activity programme in ECE to improve child physical activity levels during the childcare day via teacher provision. First, a cross-sectional study to determine teaching practices, self-efficacy and the physical activity environment in Aotearoa, New Zealand Early Childhood Education Centres was conducted. The Early Childhood Educator Confidence in Outdoor Movement, Physical Activity, Sedentary and Screen Behaviours (ECE-COMPASS) questionnaire was delivered online. The quality of the ECE movement environment was assessed from 11-items that form four subscales and overall score of the Movement Environment Rating Scale (MOVERS) tool. In a sample of teachers (n = 42) results demonstrated above moderate ratings for task (7.2 ± 2.3 [mean ± SD]) and barrier (7.0 ± 2.5) self-efficacy (out of 10). The on-location environmental observation of ECE (n = 6) determined the structure and process quality (out of 7) of curriculum, environment and resources for physical development (4.0 ± 1.1), pedagogy for physical development (4.0 ± 0.4), supporting physical activity and critical thinking (3.8 ± 0.6), and parents/ carers and staff (4.0 ± 0.3) were adequate. Thus, teachers rate themselves as self-efficacious in delivering physical activity opportunities in ECE and the quality of the movement environment was adequate. The determination of the ECE environment established the opportunity to develop and refine the physical activity intervention Movement-Active-Physical-Play (M.A.P.P) with ECE (n = 2) and teachers (n = 4) over a three-week period. The final version of M.A.P.P was introduced to the ECE community via an article in a trade journal and the final version utilised as the intervention in the next component of the subsequent study in this thesis. The impact of the 10-week physical activity programme M.A.P.P was examined in the pilot cluster-randomised controlled trial that took place in ECE (n = 4), two participating in the 10-week intervention and two control, maintaining standard physical activity practice. The sample of children (n = 46) aged 3-5 years was made up of 47.8% male and ethnically diverse, with 39.1% NZ European, 32.6% Māori, and 28.2% from other ethnicities. Teachers were 100% female, qualified and either fully or provisionally registered. Potential efficacy was determined by quantitative (physical activity measures) outcomes for five days (9am to 3pm) at baseline and for five days following intervention (9am to 3pm). Axivity AX3 accelerometers attached to a wrist-worn strap were used. Results determined no overall intervention effect; however, a significant interaction effect was signaled in moderate-intensity physical activity (P = 0.031) and moderate-to-vigorous intensity physical activity (P = 0.013) where girls scores increased, and boys scores reduced. The quality of the ECE movement environment was assessed from 11-items that form four subscales and overall score of the Movement Environment Rating Scale (MOVERS) at baseline and follow-up. Total scores increased for intervention (baseline 3.6; follow-up 4.3) and total score reduced for control (baseline 4.0; follow-up 3.9), however this was not statistically tested due to a small sample size. Feasibility was determined with fidelity and acceptability assessments. Fidelity was determined by physical activity sessions delivered (80%) by teachers, professional development carried out (100%), and activity session observations revealed programme adherence. Acceptability was examined via semi-structured interviews with leaders, teachers and children, with interview data transcribed and thematically analysed. Children described M.A.P.P as enjoyable and fun, teachers and leaders reported M.A.P.P worked well. This thesis contributed to research and practice alike to determine that a potentially sustainable and scalable physical activity programme was feasible and increased the physical activity levels of girls during the childcare day through ongoing teacher provision.

Description

Keywords

Source

DOI

Publisher's version

Rights statement

Permanent link

http://hdl.handle.net/10292/19539

Collections

Doctoral Theses