Strategies for Teachers to Promote Physical Activity in Early Childhood Education Settings—A Scoping Review

• Main Authors: Mak, Toby C. T., Chan, Derwin K. C., Capio, Catherine M
• Format: text
• Published: Archīum Ateneo 2021
• Subjects: children; teacher; physical activity; early childhood education and care; Child Psychology; Early Childhood Education; Kinesiology; Medicine and Health Sciences
• Online Access: https://archium.ateneo.edu/hs-faculty-pubs/11; https://archium.ateneo.edu/cgi/viewcontent.cgi?article=1010&context=hs-faculty-pubs
• Institution: Ateneo De Manila University

Recent evidence has emphasized the importance of the early childhood years for developing lifelong physical activity patterns. As such, evidence-informed programs that create opportunities for young children to engage in physical activity are needed and education settings present an important context. This review aimed to identify strategies that are implemented by teachers to promote physical activity in early childhood education and care settings. This is a scoping review that followed the framework proposed by the Joanna Briggs Institute. Searches were conducted using the databases of PubMed, SCOPUS, PsycINFO, SPORT Discus, ERIC and Web of Science for publications up to September 2020. From a total of 8974 articles, 19 were deemed eligible. Ten types of strategies, performed by teachers with the intention to improve physical activity-related primary outcomes, were identified. Physical activity promotion by teachers in early childhood settings is recommended to take a multi-strategy approach, in conjunction with professional development training opportunities and continuous follow-up support for teachers. Future work is warranted to fill the evidence gap in other regions (e.g., Asia, Africa and South America) and strengthen the evidence base to establish best practice standards.