The feasibility and preliminary efficacy of a physical activity programme in New Zealand Early Childhood Education: A pilot cluster-randomized controlled trial

This pilot cluster-randomised controlled trial was carried out within early childhood education (ECE) centres in Hawkes Bay, two intervention and two control in order to determine feasibility and preliminary efficacy of online physical activity programme movement-active-physical-play (M.A.P.P). Total number of participants included four ECE centres, four centre managers, four head teachers, 20 early childhood (EC) teachers and 46 children three to five years old. An invitation via direct email to ECE centres was extended, recruitment continued until the required sample volunteered to participate, Randomisation took place (using Microsoft Excel randomisation function) immediately following baseline data collection, two allocated to M.A.P.P and two to control group who will continue with usual practice physical activity delivery. Assessments were carried out at baseline and post intervention period (~10 weeks post-baseline, post-completion of intervention). To measure moderate-to-vigorous-physical-activity (MVPA) participants had a wrist worn accelerometer that was fitted by EC teachers at the beginning of the day (9am) and removed at the end of the day (3pm) for five days at baseline and again at follow-up 10-weeks later. The M.A.P.P programme and teaching resource was developed by the primary author following over twenty years’ experience working alongside children, their families, EC teachers and ECE centres unpacking the role that movement and nature play in child development. M.A.P.P was further refined by two ECE centres who piloted (three weeks) and provided feedback on the final version of the programme prior to trial start date. EC teachers received a M.A.P.P pack of resources, including an Ipad with the online M.A.P.P programme and teaching resource, a written M.A.P.P resource was also provided one week prior to trial start date . This is made up of seven narrated webinars and associated readings, 40 activity videos and programme implementation guide to deliver the intervention 15-minutes per day, five days per week across the 10-week timeframe. Narrated webinars and readings are aligned to the New Zealand early childhood curriculum Te Whariki pedagogical principles and strands. The four components of M.A.P.P each have an associated character with specific active play characteristics, Movement Max, Active Ann, Physical Piri and Playful Pip. Each character has their own action song that was developed to enable EC teachers to recognise, integrate and facilitate a well-balanced movement programme during the childcare day. The M.A.P.P implementation guide for EC teachers comprised of a five-day week, Monday was Movement Max activities and action song, Tuesday Active Ann, Wednesday Physical Piri, Thursday Playful Pip, and Friday a combination of all activities with a focus on what children enjoyed the most. Providing a physical activity map for EC teachers to follow. As such, EC teachers were encouraged to take an active teaching role in the delivery of the M.A.P.P activities however, pre-recorded activity videos were available to support all ability accessibility EC teacher delivery. The M.A.P.P online teaching resource is made up of narrated webinars, readings, activity videos and implementation guide to enable EC teachers to view at a time that best suits them. The professional learning is over 10-weeks, self-paced and designed to be completed during work hours when EC teachers are not teaching (non-contact time) and to take no longer than 30 minutes. Each week EC teachers are encouraged to watch one webinar, engage in the prescribed reading, and implement their new knowledge with children during the childcare day. Each webinar and reading builds knowledge on the last, scaffolding learning for EC teachers so they can prioritise child interest in intentional planning, spontaneous active play, and environmental provocations for physical activity. Activities are designed to be completed in a flexible fashion to ensure that it is not a barrier to action. Each M.A.P.P activity is pre-recorded, with a combination of children of different ages, ethnicities, either individually or in a group. There is a level of predictability and routine in each session with a warm-up of high energy music encouraging children to participate and a cool down of walking with hand on heart to feel heartbeat and an opportunity for EC teachers to implement cross-curricular links and discuss with children their body’s reaction to physical activity and the importance of drinking water after exercise. Typically, EC teachers hold a high trust relationship with children in their ECE centre therefore children are physically comfortable and emotionally secure to explore and try new things. M.A.P.P Professional Learning programme week one Week 1: Physical activity in ECE Monday: Narrated webinar and associated reading, Movement Max action song, Activity video Tuesday: Activity video, Active Ann action song Wednesday: Activity video, Physical Piri action song Thursday: Activity video, Playful Pip action song Friday: Favourite M.A.P.P activities and action song of the week M.A.P.P Monday activity week one: Physical activity in ECE, (see video week 1) M.A.P.P Motivator/ (Active Teacher Role): Actively support/ invite children to session/ role model activity Warm- Up: High energy music and movement (3-5 minutes) Skill Session: Monday, Movement Max action song Activity: Bear Walk, have children on the floor on their hands and knees, encourage them to lift both knees off the floor, they are now in bear walk position, repeat Have children in bear walk position and encourage them to move forwards, moving right hand and left leg (opposition movement), do this slowly, repeat other side. Co-construct a bear walking/ running track. Warm-Down: Walk for 10 steps, feel your heart and tummy for 10 beats, walk for 10 steps repeat as often as the children are wanting to participate. NUMBER OF TIMES FOR INTERVENTION DELIVERY Over 10-weeks, 15-minute M.A.P.P activity sessions, four days per week were delivered by EC teachers. LOCATION All M.A.P.P sessions were delivered in ECE centres during the childcare day. The professional development component of the programme was designed to be carried out during the day in EC teacher non-contact time with a M.A.P.P module to be completed and implemented each week. The M.A.P.P sessions were delivered by EC teachers to children during the childcare day. ADHERENCE Was assessed via recording of M.A.P.P activity sessions delivered by EC teachers.