Research Findings: Early childhood educators’ own disposition has been suggested to contribute to their ability to promote physical literacy (PL) in young children. There is currently limited evidence of educators’ own PL, and studies have not explored how PL relates to teaching knowledge and behaviors in the early childhood education (ECE) context. This current study examined the relationships of teachers’ perceived PL with their self-efficacy and perceived professional competence in relation to promoting physical activities in ECE settings. A total of 338 early childhood educators from Hong Kong responded to an online survey that consisted of the Perceived Physical Literacy Inventory (PPLI), Chinese version of the Teacher Sense of Efficacy Scale (C-TSE(R)), and Teachers’ Professional Competence (TPC) questionnaire. The findings revealed that educators’ perceived PL is moderately associated with self-efficacy and professional competence when conducting physical activities in ECE contexts. The PL attributes of self-expression and communication, and knowledge and understanding were significant predictors of educators’ self-efficacy in classroom management and teaching strategies, as well as their professional knowledge and attitudes. Practice or Policy: The findings suggest that ECE teachers’ training should consider aspects of their own PL to enable their self-efficacy and perceived competence for conducting physical activities in ECE settings and thereby promote the PL of young children. Copyright © 2023 Taylor & Francis Group, LLC.

Background: Early childhood is a critical period during which patterns of movement behaviors are formed. The World Health Organization had endorsed guidelines for physical activity, sedentary behavior and sleep over a 24-h time period, which had been adopted by the Center for Health Protection of Hong Kong. This paper reports on stakeholder engagements that were conducted to inform the design of strategies to disseminate the guidelines in early childhood education (ECE) settings. Methods: Using a mixed-methods study design, we sought to (a) assess the stakeholders' levels of awareness and knowledge of the Hong Kong movement guidelines for young children and (b) identify the factors that influence the uptake of the said guidelines. We conducted an online survey of early childhood education teachers (N =314), twelve focus groups involving teachers (N = 18) and parents (N = 18), and individual interviews of key informants (N = 7) and domestic workers who provide care for preschool-aged children (N = 7). Descriptive statistics were used for the quantitative data, and thematic analysis was performed on the qualitative data using an inductive and semantic approach following a realist framework. Findings: Our findings show that teachers were aware of the movement guidelines for young children, but their knowledge of the specific guidelines was deficient; parents and domestic workers had limited awareness and knowledge of the guidelines. Uptake of the movement guidelines is enabled by parent engagement, activities in the ECE centers, home-school cooperation, and community activities for children. The challenges include the time poverty of parents, local curriculum requirements, limited physical spaces, social values, and pandemic-related restrictions. Conclusion: We recommend that dissemination strategies in the ECE context should deliver knowledge content and support stakeholders in mitigating the challenges associated with time, space, and social conditions. Copyright © 2022

In this study, we aimed to explore early childhood educators’ conceptualisations of physical literacy and how these are integrated in their teaching practice. To this end, we used a mixed-methods embedded design, with a primarily qualitative component that is supported by quantitative data (QUAL + quan). Participants consisted of class teachers (n = 26), head teachers (n = 8), and principals (n = 11), who participated in interviews and responded to questionnaires. Qualitative data were examined using thematic analysis, and quantitative data were analysed using non-parametric statistics. Early childhood educators articulated an incomplete conceptualisation of physical literacy and reported low awareness of the concept. While the concept is relatively novel to early childhood teachers, integration of physical literacy in teaching practice was found to encompass the inter-related physical, affective, cognitive, and behavioural domains. Availability of resources, teacher training, education policies, family environment, and community environment were found to influence the development of physical literacy in early childhood settings. We recommend that education policies be reviewed, and systems-based support be provided to enhance teachers’ capabilities, as well as family and community environments. Copyright © 2022 The Author(s), under exclusive licence to Springer Nature B.V.

Introduction: Movement behaviours in childhood are believed to track to adulthood, potentially impacting later life. The Guidelines on Physical activity, Sedentary behaviour and Sleep for Children under five years of age by the World Health Organisation was adopted by the Centre for Health Protection in Hong Kong. It is being disseminated to early childhood education centres (ECECs) who had volunteered to join a campaign on healthy eating and physical activity. ECEC educators who are aware and knowledgeable of movement guidelines could help promote healthy movement behaviours. We assessed early childhood educators’ awareness and knowledge of the movement guidelines for young children in Hong Kong. Methods: Invitations to participate in an online survey were sent to registered local ECECs. Teachers (N = 301) responded to close-ended questions that were adapted from previous studies that measured the awareness (i.e., whether they had seen or heard of them) and knowledge of physical activity, sedentary behaviour, and sleep guidelines for children aged two to six years. Additional questions enquired about the background of the respondents (i.e., professional qualification, age, sex) and the contexts in which physical activities were being implemented in ECEC settings. Results: Majority of the participants reported awareness and knowledge, respectively, of the guidelines for physical activity (88%, 87%), sedentary behaviour (70%, 80%), and sleep (58%, 84%) of young children. Smaller portions of the participants reported the correct recommended time for physical activity (23%), sedentary behaviour (25%), and sleep (62%). Teachers who have higher degree qualifications tended to be aware of the guidelines for physical activity (Χ2=9.56, p=0.04) and sedentary behaviour (Χ2=13.20, p=0.01), more so than those with lower qualifications. Physical activities were reportedly promoted in ECEC settings during free play (81%), outdoor activities (73%), indoor games (66%), and other learning

Background: Healthy movement behaviors in early childhood are believed to track to adulthood, potentially imparting protective benefits against non-communicable diseases. Highlighting the collaborative and complementary roles of parents and educators in promoting health of young children, this study aims to enable parents and teachers to successfully promote healthy movement behaviors in young children. Guidelines for physical activity, sedentary screen time, and sleep of children aged 2 to 6 years will be systematically disseminated to parents and teachers of children enrolled in early childhood education centers (ECECs) in Hong Kong. An evaluation will be conducted to assess the implementation process and the outcomes of the dissemination of said guidelines. Methods: The evaluation will include formative and summative components to examine the implementation (i.e., process evaluation) and the outcomes (i.e., outcome evaluation). Participants include teachers, parents, and children from ECECs in Hong Kong. The process evaluation will be guided by the RE-AIM framework (i.e., reach, efficacy, adaptation, implementation, maintenance). Data gathering and analysis will take a mixed-methods triangulation design - convergence model. The outcome evaluation consists of a non-randomized observational study, using quantitative data from questionnaires and accelerometers. The primary outcome to be measured is the extent to which children meet the guidelines for physical activity, sedentary screen time, and sleep; the secondary outcome is teachers’ and parents’ knowledge and awareness of the guidelines. Discussion: Young children who engage in healthy movement behaviors are likely to become adults who will have the disposition to engage in behaviors that have protective effects against non-communicable diseases. The findings of this evaluation are expected to contribute to improving the strategies of systems and government agencies that aspire to promote healthy movement behaviors

Teachers play a crucial role in promoting motor development in early childhood. A series of focus-group discussions was conducted with kindergarten teachers in Hong Kong to co-design movement activities. This paper reports the process and implications to teachers’ professional development. Copyright © 2021 International Review of Finance Ltd.