The Efficacy of the TEACH e-Learning Course at Improving Early Childhood Education Students’ Physical Activity and Sedentary Behaviour Related Self-Efficacy, Knowledge, Intentions, and Perceived Behavioural Control

Promoting high levels of physical activity and reducing sedentary behaviour in early childhood is essential for children’s health and wellbeing. However, despite existing recommendations, pre-service early childhood educators do not receive adequate training to promote physical activity and reduce sedentary behaviour among young children in childcare settings. This study aimed to evaluate the efficacy of the TEACH e-Learning course in enhancing physical activity and sedentary behaviour-related self-efficacy, knowledge, and behavioural intentions among a sample of pre-service early childhood educators (ECEs) across Canada. For this study, a quasi-experimental design was used, with participants (175 intervention, 117 comparison) recruited from 19 English-speaking Canadian colleges and universities offering pre-service ECE programs. The intervention group completed a 4-module e-Learning course on physical activity and sedentary behaviour, including subtopics on risky play and screen time. Data were collected at baseline, post-intervention, and 3-month follow-up using validated questionnaires. Changes in outcomes (e.g., self-efficacy, knowledge, behaviour intentions and control) were examined using linear mixed-effects models. Significant improvements were observed in the intervention group’s task self-efficacy (d = 0.54), knowledge of physical activity and sedentary behaviour guidelines (d = 0.66), and intentions to promote physical activity and reduce sedentary behaviour (0.38 ≤ d ≤ 0.44) post-intervention compared to the comparison group. However, these gains were not sustained at the 3-month follow-up. Perceived behavioural control showed limited improvement, and the intervention did not significantly impact intentions to avoid screen time. The TEACH e-Learning course improved short-term self-efficacy, knowledge, and behavioural intentions related to physical activity and sedentary behaviour among pre-service ECEs. However, the results of this study have shown that there are factors affecting desired outcomes that can not be adequately resolved through short-term training. Integrating such courses into pre-service training programs could enhance ECEs’ competencies in promoting physical activity, benefiting children’s long-term health. Further research should explore more long-term strategies to promote retention of increases in self-efficacy, knowledge and behavioural intentions related to physical activity and sedentary behaviour among ECEs.