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Tugault-Lafleur CN, Naylor PJ, Carson V, Faulkner G, Lau EY, Wolfenden L, Mâsse LC. Factors associated with physical activity policy and practice implementation in British Columbia's childcare settings: a longitudinal study. BMC Public Health 2023; 23:1651. [PMID: 37644564 PMCID: PMC10463809 DOI: 10.1186/s12889-023-16502-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Accepted: 08/10/2023] [Indexed: 08/31/2023] Open
Abstract
BACKGROUND In 2016-17, the government of British Columbia (BC) enacted a mandatory policy outlining Active Play Standards (AP Standards) alongside a capacity building initiative (Appetite to Play) focused on implementing policies and practices to support physical activity in childcare centres. We aimed to identify factors at the provider and organizational levels as well as attributes of the Standards hypothesized to influence implementation (i.e., changes in policies and practices). METHODS We conducted surveys before (2016-2017) and after (2018-2019) enforcement of the AP Standards among 146 group childcare centres across BC. The 2018-19 surveys measured theoretically based constructs associated with implementation of policies and practices (9 childcare- and 8 provider- level characteristics as well as 4 attributes of the licensing standards). Characteristics that were associated in simple regression models were entered in multivariable regression models to identify factors associated with policy and practice changes related to fundamental movement skills (FMS), screen time, total amount of active play (AP) and total amount of outdoor AP from baseline to follow-up. RESULTS In multivariable analyses, higher staff capacity (OR = 2.1, 95% 1.2, 3.7) and perceived flexibility of the standards (OR: 3.3, 95% 1.5, 7.1) were associated with higher odds of a policy change related to FMS. Higher staff commitment to the AP standards was associated with a higher odds of policy changes related to screen time (OR = 1.6, 95% CI: 1.1, 2.4) and amount of AP (OR: 1.5, 95% 1.0, 2.3). Higher institutionalization of PA policies was associated with a higher odds of policy changes related to the amount of AP (OR: 5.4, 95% CI: 1.5, 20). Higher self-efficacy was associated with a higher odds of policy changes related to outdoor AP (OR = 2.9, 95% 1.1, 7.8). Appetite to Play training was a positively associated with practice changes related to FMS (β = 0.5, 95% CI: 0.1, 0.9). CONCLUSIONS A hierarchy of theoretically defined factors influenced childcare providers' implementation of the AP Standards in BC. Future research should test the feasibility of modifying these factors to improve the implementation of PA policy and practice interventions in this setting.
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Affiliation(s)
- Claire N Tugault-Lafleur
- School of Nutrition Sciences, Faculty of Health Sciences, University of Ottawa, 25 University Private, Ottawa, ON, K1N 6N5, Canada
| | - Patti-Jean Naylor
- School of Exercise Science, Physical and Health Education, Faculty of Education, University of Victoria, Victoria, BC, V8W 3P1, Canada
| | - Valerie Carson
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, 8840-114 St., Edmonton, AB, T6G 2H9, Canada
| | - Guy Faulkner
- School of Kinesiology, University of British Columbia, 210-6081 University Blvd, Vancouver, BC, V6T 1Z1, Canada
| | - Erica Y Lau
- Department of Emergency Medicine, Faculty of Medicine, University of British Columbia, 828 West 10th Avenue, Vancouver, BC, V5Z 1M9, Canada
| | - Luke Wolfenden
- School of Medicine and Public Health, University of Newcastle, University Drive, Callaghan, NSW, 2308, Australia
| | - Louise C Mâsse
- School of Population and Public Health, Faculty of Medicine, University of British Columbia, Vancouver, BC, V6T 1Z3, Canada.
- BC Children's Hospital Research Institute, Oak Street, Vancouver, BC, F508-4490, Canada.
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Kracht CL, Gustat J, Gourley M, Lewis L, Staiano AE. STRATEGIES IN ADDRESSING STATE SCREEN TIME POLICIES IN EARLY CARE AND EDUCATION CENTERS IN LOUISIANA. JOURNAL OF THE LOUISIANA PUBLIC HEALTH ASSOCIATION 2022; 3:44-58. [PMID: 36939439 PMCID: PMC10019469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Indexed: 03/21/2023]
Abstract
Background Multiple state and local governments have legislated screen time policy regulations in early care and education (ECE) centers in the United States, though little is known about how and whether these are enacted within these settings. This study examined the implementation, communication, monitoring, enforcement, and evaluation strategies of recently enacted state-level early childhood education (ECE) center screen time regulations in a southern U.S. state. Methods ECE directors (n=12) participated in semi-structured interviews after the regulations were enacted, and interview transcripts were evaluated using thematic analysis. Results Most directors reported making environmental changes (e.g., removing screens from the classroom) and limiting children's and staff members' access to devices (e.g., restricting classroom time spent on screens), including regulating staff members' own screen time (i.e., phone usage). ECE center directors reported daily monitoring for adherence to regulations and used a variety of enforcement strategies, and most reported no adverse effects from implementing the policy. A few directors reported receiving resources from agencies or organizations to assist in implementing, monitoring, or enforcing screen time regulations. Discussion In this sample, environmental and individual changes helped ECE centers adhere to the regulations, along with frequent monitoring. Conclusions Development of technical assistance resources to support environmental and logistical changes, along with continued evaluation of the regulations, are warranted to minimize or eliminate screen time at ECE centers.
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Affiliation(s)
| | - Jeanette Gustat
- Tulane University School of Public Health and Tropical Medicine, New Orleans, LA
| | - Maranda Gourley
- Tulane University School of Public Health and Tropical Medicine, New Orleans, LA
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Han S, Li B, Meng S, Li Y, Tong W. Bi-Directionality between Physical Activity within School and Fundamental Movement Skills in School-Aged Students: A Cross-Lagged Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19137624. [PMID: 35805290 PMCID: PMC9265457 DOI: 10.3390/ijerph19137624] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 06/19/2022] [Accepted: 06/21/2022] [Indexed: 11/28/2022]
Abstract
Background: Evidence has indicated the health importance of fundamental movement skills (FMS) and physical activity (PA) in children and their relationships seems bidirectional. However, their bidirectional relationship has not yet been fully answered in the literature. Aim: This study sought to determine bidirectional relationship between FMS and PA in children using cross-lagged study design. Methods: A total of 183 second-level students (8.8 ± 1.1 years old) from three primary schools in Henan Province, China were selected as subjects. The average number of steps per school day was used as the amount of PA in the school environment; the third edition of the test of gross motor development was used for FMS testing. The baseline data (T1) and tracking data (T2) were collected at the beginning and end of the fall semester, respectively. The two tests were separated by 3 months (11 weeks), and a cross-lag model analysis was performed. Based on the hypothetical model, we tested the cross-lag effect of children’s PA and FMS. Results: The model fit index was χ2/df = 2.861 (p < 0.001, n = 183); goodness of fit index GFI = 0.900; NFI = 0.909; CFI = 0.931 and the 95%CI was between 0.071−0.192. The RMSEA = 0.063, and the standardized residual root mean square SRMR = 0.029. The T1 FMS can be used to predict the number of steps in the T2 teaching days with statistical significance (β = 0.22, 95% CI: 0.07−0.38, p = 0.003). However, the T1 steps cannot be used to predict the T2 FMS (β = 0.05, 95% CI: 0.07−0.13, p = 0.475). Further analysis shows that the main contributor to these relationships are ball skills in the FMS. Conclusions: The relationship between children’s fundamental movement skills and PA is not two-way. Students with higher FMS are expected to reach higher levels of PA after undergoing school PA in a teaching cycle. The PA of the students can be improved by improving their motor skills, which further improves their physical and mental health.
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Affiliation(s)
- Shanshan Han
- Institute of Sports Science, Nantong University, Nantong 226019, China;
| | - Bo Li
- Institute of Sports Science, Nantong University, Nantong 226019, China;
- Correspondence: ; Tel.: +86-19821233067
| | - Shuqiao Meng
- Physical Education College, Yangzhou University, Yangzhou 225127, China; (S.M.); (W.T.)
| | - Yaxing Li
- Physical Education College, Shangqiu University, Shangqiu 476000, China;
| | - Wenxia Tong
- Physical Education College, Yangzhou University, Yangzhou 225127, China; (S.M.); (W.T.)
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