Preschool teachers’ preparedness for knowing, enabling, and meeting the Active Start Guidelines for Physical Activity
Gespeichert in:
| Deutscher übersetzter Titel: | Bereitschaft von Vorschullehrern zur Kenntnisnahme, Ermöglichung und Umsetzung von Richtlinien für eine aktive Aufnahme körperlicher Aktivität |
|---|---|
| Autor: | Brian, Ali; Pennell, Adam; Sacko, Ryan; Schenkelburg, Michaela |
| Erschienen in: | Journal of motor learning and development |
| Veröffentlicht: | 6 (2018), 2, S. 333-344, Lit. |
| Format: | Literatur (SPOLIT) |
| Publikationstyp: | Zeitschriftenartikel |
| Medienart: | Elektronische Ressource (online) Gedruckte Ressource |
| Sprache: | Englisch |
| ISSN: | 2325-3215, 2325-3193 |
| DOI: | 10.1123/jmld.2017-0033 |
| Schlagworte: | |
| Online Zugang: | |
| Erfassungsnummer: | PU201908005733 |
| Quelle: | BISp |
Abstract des Autors
Most early childhood centers charge preschool teachers with delivering gross motor skill content and providing physical activity (PA) opportunities to children. Little is known regarding preschool teachers’ background and confidence and the extent to which centers meet the Active Start Guidelines (ASGs) for PA. Preschool teachers (N = 102) completed an exploratory survey and the Self-Perception Profile for Adults Athletic Competence subscale. Eighty-eight percent possessed no formal background in physical education (PE)/PA, while most teachers (77%) were not aware of the ASGs. Most participants (92%) reported that they do not provide daily, teacher-led PE/PA programming, and less than half (47%) provided at least 60 min of daily free play. Preschool teachers were found to have below average perceived motor competence. Recommendations are provided for preservice teacher training programs, policymakers, as well as professional development of in-service teachers.