提升幼儿教育工作者的体力活动和久坐行为自我效能,知识,意图和感知行为控制的Teach电子学习课程的有效性:一项随机对照试验
Matthew Bourke1, Brianne A Bruijns1, Leigh M Vanderloo1,2
1School of Occupational Therapy, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, Elborn College, Room 2547, London, ON, N6G 1H1, Canada.
概括
一个电子学习课程有效地提高了幼儿教育工作者在促进身体活动和减少久坐时间方面的能力. 这种培训提高了他们的知识,自我效能和意图,在干预后观察到持久的影响.
科学领域:
- 儿童发展 儿童发展
- 公共卫生 公共卫生
- 教育技术的教育技术
背景情况:
- 幼儿教育工作者对于促进体育活动和减少儿童保育机构的久坐时间至关重要.
- 对于教育工作者来说,关于幼儿的体力活动和久坐行为存在有限的专业培训.
- 这种差距可能会阻碍教育工作者有效地让孩子参与健康运动的能力.
研究的目的:
- 评估一门旨在提高幼儿教育工作者能力的电子学习课程的有效性.
- 具体来说,评估知识,自我效能,意图和与身体活动和久坐行为相关的感知行为控制方面的改进.
主要方法:
- 一个两组并行随机对照试验,涉及加拿大209名幼儿教育工作者.
- 干预组完成了为期4周的物理活动和久坐行为电子学习课程.
- 结果 (自我有效性,知识,意图,感知行为控制) 在基线,干预后和3个月后跟踪使用线性混合效应模型进行测量.
主要成果:
- 电子学习课程显著改善了所有测量结果,对知识的效应大小 (d=0.66-1.20) 和对自我有效性,意图和感知行为控制的中等到大效应.
- 对大多数结果的干预效应在3个月的随访中持续存在,除了对屏幕时间的感知行为控制.
- 对知识结果的影响的大小在随访时略有下降,但仍然显著 (d=0.49-0.67).
结论:
- 电子学习课程在提高幼儿教育工作者的身体活动和久坐行为能力方面表现出高效.
- 电子学习提供了一个可扩展和有效的方法,为教育工作者提供持续的专业发展.
- 这种方法可以支持大规模改善儿童的体育活动和减少儿童保育机构内久坐时间.
相关概念视频
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