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. Copyright © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
|Journal||International Journal of Environmental Research and Public Health|
|Early online date||20 Jan 2021|
|Publication status||Published - 01 Feb 2021|
CitationMak, T. C. T., Chan, D. K. C., & Capio, C. M. (2021). Strategies for teachers to promote physical activity in early childhood education settings: A scoping review. International Journal of Environmental Research and Public Health, 18(3). Retrieved from https://doi.org/10.3390/ijerph18030867
- Physical activity
- Early childhood education and care