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Background: The importance of daily physical activity is crucial for healthy development during the early years. Currently, a formal written physical activity policy is lacking in Canadian childcare centers, but holds promise for offering consistent physical activity opportunities. With eight recommendations, the Childcare PLAY policy is an evidence-informed, institutional-level document, targeting children’s physical activity, outdoor play, and sedentary time. The purpose of this study was to examine the impact of the Childcare Physical Activity (PLAY) policy on the physical activity and sedentary time of young children (18 months–4 years) in childcare. Methods: Nine childcare centers in London, Ontario participated in the cluster, randomized controlled trial. The centers in the control condition (n = 4) continued their typical daily routines, while the centers in the intervention condition (n = 5) implemented the PLAY policy for eight weeks. To assess physical activity levels, toddlers and preschoolers wore ActiGraph wGT3X-BT accelerometers for five consecutive days during childcare hours, at baseline, mid- and post-intervention, and at the six-month follow-up. Raw accelerometry data were converted to 15 s epochs, and age- and device-specific cut-points were applied. The participants with two or more days of at least 5 h/day of wear-time at baseline, and at one additional time point, were included in the linear mixed-effects models. An adjusted alpha (p< 0.017) was used to account for multiple comparison bias. Results: A total of 148 children (31.92 ± 7.41 months) had valid accelerometry data. The intervention resulted in a significant increase in light physical activity among the participants in the experimental group at the six-month follow-up (+1.07 min/h, an 11.16% increase; p = 0.0017). The intervention did not have a statistically significant effect on the total physical activity, moderate-to-vigorous physical activity, or sedentary time. Conclusions: The findings indicate that the Childcare PLAY policy was effective at increasing the toddlers’ and preschoolers’ light physical activity. This pilot intervention appears promising for supporting some improved movement behaviors among children in childcare settings; however, additional investigations are needed to explore the feasibility and effectiveness with larger and more-diverse samples.
Monika Szpunar; Molly Driediger; Andrew Johnson; Leigh Vanderloo; Shauna Burke; Jennifer Irwin; Jacob Shelley; Brian Timmons; Patricia Tucker. Impact of the Childcare Physical Activity (PLAY) Policy on Young Children’s Physical Activity and Sedentary Time: A Pilot Clustered Randomized Controlled Trial. International Journal of Environmental Research and Public Health 2021, 18, 7468 .
AMA StyleMonika Szpunar, Molly Driediger, Andrew Johnson, Leigh Vanderloo, Shauna Burke, Jennifer Irwin, Jacob Shelley, Brian Timmons, Patricia Tucker. Impact of the Childcare Physical Activity (PLAY) Policy on Young Children’s Physical Activity and Sedentary Time: A Pilot Clustered Randomized Controlled Trial. International Journal of Environmental Research and Public Health. 2021; 18 (14):7468.
Chicago/Turabian StyleMonika Szpunar; Molly Driediger; Andrew Johnson; Leigh Vanderloo; Shauna Burke; Jennifer Irwin; Jacob Shelley; Brian Timmons; Patricia Tucker. 2021. "Impact of the Childcare Physical Activity (PLAY) Policy on Young Children’s Physical Activity and Sedentary Time: A Pilot Clustered Randomized Controlled Trial." International Journal of Environmental Research and Public Health 18, no. 14: 7468.
Early childhood educators’ (ECEs) self-efficacy is often predictive of their ability and likelihood of promoting healthy activity behaviors in childcare settings. To date, ECEs’ physical activity and sedentary behavior–related self-efficacy has been measured in a variety of ways in childcare-based research, creating difficulty when comparing across studies. To identify the different approaches ECEs’ self-efficacy is assessed, the current study aimed to compare all existing tools that quantitatively measure physical activity and sedentary behavior–related self-efficacy of pre- and in-service ECEs. Seven online databases were searched for original, peer-reviewed, English-written journal articles. Articles were deemed eligible if they employed a tool which measured physical activity and/or sedentary behavior–related self-efficacy of pre- or in-service ECEs. A total of 16 studies were included in this review, and 13 unique tools were identified. All tools measured task self-efficacy ( n = 13), while only 1 tool measured barrier self-efficacy, and approximately half of the tools ( n = 7; 54%) reported on the validity and reliability. Great variability existed among the self-efficacy items included in the tools; however, common constructs included: teaching/leading physical activity, fundamental movement skill development, and physical activity programming. Very few tools mentioned sedentary behavior ( n = 2) and outdoor/risky play ( n = 2). Given the low number of studies that tested validity and reliability of their self-efficacy tools, the lack of consideration for barrier self-efficacy, and the paucity of tools that fully encompassed physical activity, sedentary behavior, and outdoor play considerations for ECEs, future research is needed to validate a new, reliable tool.
Monika Szpunar; Brianne Bruijns; Patricia Tucker. Measuring Early Childhood Educators’ Physical Activity and Sedentary Behavior–Related Self-Efficacy: A Systematic Review of Tools. Health Education & Behavior 2021, 48, 455 -467.
AMA StyleMonika Szpunar, Brianne Bruijns, Patricia Tucker. Measuring Early Childhood Educators’ Physical Activity and Sedentary Behavior–Related Self-Efficacy: A Systematic Review of Tools. Health Education & Behavior. 2021; 48 (4):455-467.
Chicago/Turabian StyleMonika Szpunar; Brianne Bruijns; Patricia Tucker. 2021. "Measuring Early Childhood Educators’ Physical Activity and Sedentary Behavior–Related Self-Efficacy: A Systematic Review of Tools." Health Education & Behavior 48, no. 4: 455-467.
The Childcare PhysicaL ActivitY (PLAY) policy was an evidence-informed, eight-item institutional-level policy document targeting children’s physical activity, outdoor play, and sedentary time. Nine childcare centers in London, Ontario, participated in this cluster, randomized controlled trial. Early Childhood Educators allocated to the experimental group, from five childcare centers in London, Ontario, implemented the policy for young children (18 months to 4 years) for 8 weeks and documented adherence to each policy item (i.e., dose) in daily logs. Program evaluation surveys ( n = 21) and interviews ( n = 10) were completed postintervention to assess Early Childhood Educators’ perspectives of feasibility, context, enjoyment, communication between researchers and childcare staff, and likelihood of future implementation. Descriptive statistics were calculated, and thematic analysis was conducted. Adherence to policy items ranged from 16.5% (for delivery of shorter, more frequent outdoor periods) to 85.9% (for delivery of unstructured/child-directed play). Participants reported effective communication between the research team and childcare centers (0 = not at all effective to 5 = very effective; M = 4.20; SD = 0.83) but noted that they were unlikely to continue the implementation of more frequent outdoor periods (0 = not at all likely to 5 = extremely likely; M = 2.19; SD = 1.21). Interview themes included weather as a prominent barrier and the use of verbal prompts as a solution for implementing the policy. As this was a small and short-term intervention, this pilot study offers important insight on larger scale policy interventions aimed at increasing physical activity and minimizing sedentary time among children enrolled in childcare.
Monika Szpunar; Andrew M. Johnson; Molly Driediger; Shauna M. Burke; Jennifer D. Irwin; Jacob Shelley; Brian W. Timmons; Leigh M. Vanderloo; Patricia Tucker. Implementation Adherence and Perspectives of the Childcare PhysicaL ActivitY (PLAY) Policy: A Process Evaluation. Health Education & Behavior 2021, 1 .
AMA StyleMonika Szpunar, Andrew M. Johnson, Molly Driediger, Shauna M. Burke, Jennifer D. Irwin, Jacob Shelley, Brian W. Timmons, Leigh M. Vanderloo, Patricia Tucker. Implementation Adherence and Perspectives of the Childcare PhysicaL ActivitY (PLAY) Policy: A Process Evaluation. Health Education & Behavior. 2021; ():1.
Chicago/Turabian StyleMonika Szpunar; Andrew M. Johnson; Molly Driediger; Shauna M. Burke; Jennifer D. Irwin; Jacob Shelley; Brian W. Timmons; Leigh M. Vanderloo; Patricia Tucker. 2021. "Implementation Adherence and Perspectives of the Childcare PhysicaL ActivitY (PLAY) Policy: A Process Evaluation." Health Education & Behavior , no. : 1.
Background Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs’ PA-related self-efficacy and knowledge. Methods ECEs from the SPACE (n = 83) and SPACE-Extension (n = 31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n = 6 items; scale 0 to 100); self-efficacy to implement the intervention (n = 6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n = 2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs’ self-efficacy and knowledge and controlled for multiple comparison bias. Results The SPACE intervention significantly impacted ECEs’ self-efficacy to engage preschoolers in PA for 180 min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs’ knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables. Conclusions Findings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children’s PA behaviours at childcare.
Brianne A. Bruijns; Andrew M. Johnson; Jennifer D. Irwin; Shauna M. Burke; Molly Driediger; Leigh M. Vanderloo; Patricia Tucker. Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare. BMC Public Health 2021, 21, 1 -12.
AMA StyleBrianne A. Bruijns, Andrew M. Johnson, Jennifer D. Irwin, Shauna M. Burke, Molly Driediger, Leigh M. Vanderloo, Patricia Tucker. Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare. BMC Public Health. 2021; 21 (1):1-12.
Chicago/Turabian StyleBrianne A. Bruijns; Andrew M. Johnson; Jennifer D. Irwin; Shauna M. Burke; Molly Driediger; Leigh M. Vanderloo; Patricia Tucker. 2021. "Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare." BMC Public Health 21, no. 1: 1-12.
The purpose of this study was to investigate Ontario adults' reported sleep quantity, quality, and disturbances during the early months of the COVID-19 pandemic (April–July 2020). As part of a larger, chronic disease-focused, and ongoing longitudinal study designed to explore Ontario adults' health and wellness-related behaviors during the pandemic, participants completed an online survey that included demographic information and the Pittsburgh Sleep Quality Index (PSQI). The PSQI consists of 19 items, one of which is open-ended, designed to assess an individual's quantity, quality, and patterns of sleep on seven domains (ie, subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency, sleep disturbances, use of sleep medication, and daytime dysfunction over the last month). Summative content analysis was used to analyze responses to the open-ended question regarding participants' sleep disturbances. This study included 2192 individuals, 85% of whom slept 6+ hours/night. The mean global PSQI score was 7.57, out of a possible 21 (SD = 4.09). The self-reported sleep disturbances of largest concern were: (1) general fear/anxiety/worry (n = 203); (2) children (n = 167); (3) mind wandering/overthinking (n = 118); (4) pain/injury (n = 78); (5) partner (n = 78); and (6) fear/anxiety/stress related to COVID-19 (n = 74). The global PSQI score was indicative of poor sleep quality, and Ontario adults experienced a number of sleep disturbances during early days of the COVID-19 pandemic. These findings are noteworthy as sleep is a crucial component in positive health and wellbeing.
Katie J. Shillington; Leigh M. Vanderloo; Shauna M. Burke; Victor Ng; Patricia Tucker; Jennifer D. Irwin. Not so sweet dreams: adults' quantity, quality, and disruptions of sleep during the initial stages of the COVID-19 pandemic. Sleep Medicine 2021, 1 .
AMA StyleKatie J. Shillington, Leigh M. Vanderloo, Shauna M. Burke, Victor Ng, Patricia Tucker, Jennifer D. Irwin. Not so sweet dreams: adults' quantity, quality, and disruptions of sleep during the initial stages of the COVID-19 pandemic. Sleep Medicine. 2021; ():1.
Chicago/Turabian StyleKatie J. Shillington; Leigh M. Vanderloo; Shauna M. Burke; Victor Ng; Patricia Tucker; Jennifer D. Irwin. 2021. "Not so sweet dreams: adults' quantity, quality, and disruptions of sleep during the initial stages of the COVID-19 pandemic." Sleep Medicine , no. : 1.
Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers’ self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers’ self-efficacy (n = 296) was significantly higher (p < .05) than that of generalist teachers (n = 818). Gender was found to predict teachers’ self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists’ and specialists’ self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.
Stephanie Truelove; Andrew M. Johnson; Shauna M. Burke; Patricia Tucker. Comparing Canadian Generalist and Specialist Elementary School Teachers’ Self-Efficacy and Barriers Related to Physical Education Instruction. Journal of Teaching in Physical Education 2021, 40, 10 -20.
AMA StyleStephanie Truelove, Andrew M. Johnson, Shauna M. Burke, Patricia Tucker. Comparing Canadian Generalist and Specialist Elementary School Teachers’ Self-Efficacy and Barriers Related to Physical Education Instruction. Journal of Teaching in Physical Education. 2021; 40 (1):10-20.
Chicago/Turabian StyleStephanie Truelove; Andrew M. Johnson; Shauna M. Burke; Patricia Tucker. 2021. "Comparing Canadian Generalist and Specialist Elementary School Teachers’ Self-Efficacy and Barriers Related to Physical Education Instruction." Journal of Teaching in Physical Education 40, no. 1: 10-20.
Children spend substantial time in childcare, and the reasons parents choose a particular childcare type may differ by family. However, little is known about how childcare type influences habitual (full day) activity levels among children. Therefore, exploring patterns between childcare type and habitual physical activity (PA) (i.e., light, moderate-to-vigorous PA (MVPA), and total PA) and sedentary time (ST) in young Canadian children is needed. A nationally representative sample of preschoolers from Cycles 3 and 4 of the Canadian Health Measures Survey was used in this cross-sectional study. Childcare type (e.g., center-based childcare, home-based childcare, home with parent, kindergarten) was reported by parents. Preschoolers wore an Actical accelerometer for 7 days. Device and population-spcific cut-points were applied to delineate PA intensities and ST. Population means and sample totals were calculated to examine average daily and hourly rates of activity. Preschoolers’ rates of MVPA and total PA from the 4 childcare arrangements ranged from 65.99 min/day to 74.62 min/day (5.48–6.18 min/h) and 274.20 min/day to 281.66 min/day 22.69–23.21 min/h), respectively, while ST ranged from 443.13 min/day to 460.57 min/day (36.80–37.31 min/h). No significant differences were observed in daily or hourly rates of activity. This study provides a snapshot of the levels of PA and ST among preschoolers in various childcare settings at a national level, with no differences observed in habitual activity levels based on childcare enrollment. Additional research is needed to clarify the relationship between young children's PA and childcare type, with consideration given to the quality of the childcare settings.
Julie Statler; Piotr Wilk; Brian W. Timmons; Rachel Colley; Patricia Tucker. Habitual physical activity levels and sedentary time of children in different childcare arrangements from a nationally representative sample of Canadian preschoolers. Journal of Sport and Health Science 2020, 9, 657 -663.
AMA StyleJulie Statler, Piotr Wilk, Brian W. Timmons, Rachel Colley, Patricia Tucker. Habitual physical activity levels and sedentary time of children in different childcare arrangements from a nationally representative sample of Canadian preschoolers. Journal of Sport and Health Science. 2020; 9 (6):657-663.
Chicago/Turabian StyleJulie Statler; Piotr Wilk; Brian W. Timmons; Rachel Colley; Patricia Tucker. 2020. "Habitual physical activity levels and sedentary time of children in different childcare arrangements from a nationally representative sample of Canadian preschoolers." Journal of Sport and Health Science 9, no. 6: 657-663.
Background Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students. Methods Purposeful sampling of Canadian/international researchers was used to form two expert panels: a PA/SB expert panel (n = 26), and a Canadian ECE panel (n = 35). The PA/SB experts suggested their top 12 PA/SB topics for the module via online survey. These topics were then pooled to generate a list of 19 content areas. In a second online survey, both panels of experts rated the importance of each content area (0 = unimportant to 5 = very important). Mean ratings (M) were ranked separately for each panel, and then ratings were pooled to create an overall ranking of the 19 content areas. Inter-panel agreement of importance rankings was visually represented as a scatterplot and quantified using Spearman’s rho (rs). Results The top-rated content area was Outdoor Play (M = 4.77 ± 0.64), followed by Benefits of PA in the Early Years (M = 4.75 ± 0.66), and Factors Influencing PA and SB in Childcare (M = 4.71 ± .74). Monitor PA and Sedentary Time Within Your Classroom had the lowest combined score (M = 3.77 ± 1.44). There was moderate-to strong inter-panel agreement for content area importance rankings (rs = 0.60, 95% CI: 0.20 to 0.83). The majority of the ECE expert panel considered this training important for ECE students (94.3%), aligning with ECE curriculum objectives (91.4%) and accreditation standards (78.8%), and complementary to the present ECE curriculum (88.6%). Conclusions Providing PA and SB training to ECE students is a proactive way to ensure healthy movement behaviours are prioritized in childcare programming. With the PA/SB expert-developed content areas, and endorsement by the ECE expert panel, implementing this training within ECE programs is a necessary next step.
Brianne A. Bruijns; Andrew M. Johnson; Patricia Tucker. Content development for a physical activity and sedentary behaviour e-learning module for early childhood education students: a Delphi study. BMC Public Health 2020, 20, 1 -10.
AMA StyleBrianne A. Bruijns, Andrew M. Johnson, Patricia Tucker. Content development for a physical activity and sedentary behaviour e-learning module for early childhood education students: a Delphi study. BMC Public Health. 2020; 20 (1):1-10.
Chicago/Turabian StyleBrianne A. Bruijns; Andrew M. Johnson; Patricia Tucker. 2020. "Content development for a physical activity and sedentary behaviour e-learning module for early childhood education students: a Delphi study." BMC Public Health 20, no. 1: 1-10.
Background: Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students.Methods: Purposeful sampling of Canadian/international researchers was used to form two expert panels: a PA/SB expert panel (n = 26), and a Canadian ECE panel. The PA/SB experts suggested their top 12 PA/SB topics for the module via online survey. These topics were then pooled to generate a list of 19 content areas. In a second online survey, both panels of experts rated the importance of each content area (0 = unimportant to 5 = very important). Mean ratings (M) were ranked separately for each panel, and then ratings were pooled to create an overall ranking of the 19 content areas. Inter-panel agreement of importance rankings was visually represented as a scatterplot and quantified using Spearman’s rho (rs).Results: The top-rated content area was Outdoor Play (M = 4.77 ± 0.64), followed by Benefits of PA in the Early Years (M = 4.75 ± 0.66), and Factors Influencing PA and SB in Childcare (M = 4.71 ± .74). Monitor PA and Sedentary Time Within Your Classroom had the lowest combined score (M = 3.77 ± 1.44). There was moderate-to strong inter-panel agreement for content area importance rankings (rs = 0.60, 95% CI: 0.20 to 0.83). The majority of the ECE expert panel considered this training important for ECE students (94.3%), aligning with ECE curriculum objectives (91.4%) and accreditation standards (78.8%), and complementary to the present ECE curriculum (88.6%).Conclusions: Providing PA and SB training to ECE students is a proactive way to ensure healthy movement behaviours are prioritized in childcare programming. With the PA/SB expert-developed content areas, and endorsement by the ECE expert panel, implementing this training within ECE programs is a necessary next step.
Brianne Bruijns; Andrew M. Johnson; Trish Tucker. Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study. 2020, 1 .
AMA StyleBrianne Bruijns, Andrew M. Johnson, Trish Tucker. Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study. . 2020; ():1.
Chicago/Turabian StyleBrianne Bruijns; Andrew M. Johnson; Trish Tucker. 2020. " Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study." , no. : 1.
The purpose of this study was to provide a detailed and systematic outline of how a theoretical behaviour change framework was applied in the development of ParticipACTION’s app to support a more active Canada. The app development process was guided by the Behaviour Change Wheel (BCW) framework, a theoretically-based approach for intervention development, in collaboration with the commercial app industry. Specifically, a behavioural diagnosis was used to understand what needs to change for the targeted behaviour to occur. Current literature, along with a series of surveys, and market research informed app development. Additionally, a validated app behaviour change scale, was consulted throughout development to help ensure app features maximized behaviour change potential. The behavioural diagnosis revealed that the app needed to target individuals’ physical and psychological capabilities, physical and social opportunities, and reflective and automatic motivations in order to increase physical activity levels. To accomplish this, 6 of a possible 9 intervention functions and 2 of 7 policy categories were selected from the BCW to be included in the app. Goals and planning, feedback and monitoring, behaviour identification, action planning and knowledge shaping were selected as the main behaviour change techniques for the app. Collaboration with a mobile app development firm helped to embed the selected behaviour change techniques, policy categories, intervention functions, and sources of behaviour within the app. Using a systematic approach, this study used the BCW to ensure the health promotion app was theoretically informed. Future research will evaluate its effectiveness in increasing the physical activity of Canadians.
Stephanie Truelove; Leigh M. Vanderloo; Patricia Tucker; Katie M. Di Sebastiano; Guy Faulkner. The use of the behaviour change wheel in the development of ParticipACTION’s physical activity app. Preventive Medicine Reports 2020, 20, 101224 .
AMA StyleStephanie Truelove, Leigh M. Vanderloo, Patricia Tucker, Katie M. Di Sebastiano, Guy Faulkner. The use of the behaviour change wheel in the development of ParticipACTION’s physical activity app. Preventive Medicine Reports. 2020; 20 ():101224.
Chicago/Turabian StyleStephanie Truelove; Leigh M. Vanderloo; Patricia Tucker; Katie M. Di Sebastiano; Guy Faulkner. 2020. "The use of the behaviour change wheel in the development of ParticipACTION’s physical activity app." Preventive Medicine Reports 20, no. : 101224.
Background: Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students.Methods: Purposeful sampling of Canadian/international researchers was used to form two expert panels: a PA/SB expert panel (n = 26), and a Canadian ECE panel. The PA/SB experts suggested their top 12 PA/SB topics for the module via online survey. These topics were then pooled to generate a list of 19 content areas. In a second online survey, both panels of experts rated the importance of each content area (0 = unimportant to 5 = very important). Mean ratings (M) were ranked separately for each panel, and then ratings were pooled to create an overall ranking of the 19 content areas. Inter-panel agreement of importance rankings was visually represented as a scatterplot and quantified using Spearman’s rho (rs).Results: The top-rated content area was Outdoor Play (M = 4.77 ± 0.64), followed by Benefits of PA in the Early Years (M = 4.75 ± 0.66), and Factors Influencing PA and SB in Childcare (M = 4.71 ± .74). Monitor PA and Sedentary Time Within Your Classroom had the lowest combined score (M = 3.77 ± 1.44). There was moderate-to strong inter-panel agreement for content area importance rankings (rs = 0.60, 95% CI: 0.20 to 0.83). The majority of the ECE expert panel considered this training important for ECE students (94.3%), aligning with ECE curriculum objectives (91.4%) and accreditation standards (78.8%), and complementary to the present ECE curriculum (88.6%).Conclusions: Providing PA and SB training to ECE students is a proactive way to ensure healthy movement behaviours are prioritized in childcare programming. With the PA/SB expert-developed content areas, and endorsement by the ECE expert panel, implementing this training within ECE programs is a necessary next step.
Brianne Bruijns; Andrew M. Johnson; Trish Tucker. Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study. 2020, 1 .
AMA StyleBrianne Bruijns, Andrew M. Johnson, Trish Tucker. Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study. . 2020; ():1.
Chicago/Turabian StyleBrianne Bruijns; Andrew M. Johnson; Trish Tucker. 2020. "Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study." , no. : 1.
Adults and children in Canada are not meeting physical activity guidelines nor consuming sufficient nutrient-rich foods. High engagement in these unhealthy behaviours can lead to obesity and its associated diseases. Parent-child interventions aimed at obesity prevention/treatment have assisted families with making positive changes to their nutrition and physical activity behaviours. Given that the home environment shapes early health behaviours, it is important to target both parents and children when addressing diet and physical activity. One method that has been shown to improve health outcomes is co-active coaching. The current study explored the impact of a three-month co-active coaching and/or health education intervention on the dietary intake and physical activity behaviours of parents with overweight/obesity and their children (ages 2.5–10; of any weight). Body composition (i.e., body mass index [BMI] and waist circumference), changes in parental motivation with respect to physical activity and dietary behaviours, and parental perceptions of program improvements were collected. A concurrent mixed methods study comprised of a randomized controlled trial and a descriptive qualitative design was utilized. Fifty parent-child dyads were recruited and randomly assigned to the control (n = 25) or intervention (n = 25) group. Assessments were completed at baseline, mid-intervention (six weeks), post-intervention (three months), and six-month follow-up. A linear mixed effects model was utilized for quantitative analysis. Inductive content analysis was used to extract themes from parent interviews. No significant results were observed over time for the dependent measures. Parents in both control and intervention groups reported varied program experiences, including developing changes in perspective, increased awareness of habits, and heightened accountability for making positive changes in themselves, and consequently, their families. Parents also shared barriers they faced when implementing changes (e.g., time, weather, stress). Qualitatively, both groups reported benefitting from this program, with the intervention group describing salient benefits from engaging in coaching. This research expands on the utility of coaching as a method for behaviour change, when compared to education only, in parents with overweight/obesity and their children.
Shazya Karmali; Danielle S. Battram; Shauna M. Burke; Anita Cramp; Andrew M. Johnson; Tara Mantler; Don Morrow; Victor Ng; Erin S. Pearson; Robert J. Petrella; Patricia Tucker; Jennifer D. Irwin. Perspectives and Impact of a Parent-Child Intervention on Dietary Intake and Physical Activity Behaviours, Parental Motivation, and Parental Body Composition: A Randomized Controlled Trial. International Journal of Environmental Research and Public Health 2020, 17, 6822 .
AMA StyleShazya Karmali, Danielle S. Battram, Shauna M. Burke, Anita Cramp, Andrew M. Johnson, Tara Mantler, Don Morrow, Victor Ng, Erin S. Pearson, Robert J. Petrella, Patricia Tucker, Jennifer D. Irwin. Perspectives and Impact of a Parent-Child Intervention on Dietary Intake and Physical Activity Behaviours, Parental Motivation, and Parental Body Composition: A Randomized Controlled Trial. International Journal of Environmental Research and Public Health. 2020; 17 (18):6822.
Chicago/Turabian StyleShazya Karmali; Danielle S. Battram; Shauna M. Burke; Anita Cramp; Andrew M. Johnson; Tara Mantler; Don Morrow; Victor Ng; Erin S. Pearson; Robert J. Petrella; Patricia Tucker; Jennifer D. Irwin. 2020. "Perspectives and Impact of a Parent-Child Intervention on Dietary Intake and Physical Activity Behaviours, Parental Motivation, and Parental Body Composition: A Randomized Controlled Trial." International Journal of Environmental Research and Public Health 17, no. 18: 6822.
Background: Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students.Methods: Purposeful sampling of Canadian/international researchers was used to form two expert panels: a PA/SB expert panel (n = 26), and a Canadian ECE panel. The PA/SB experts suggested their top 12 PA/SB topics for the module via online survey. These topics were then pooled to generate a list of 19 content areas. In a second online survey, both panels of experts rated the importance of each content area (0 = unimportant to 5 = very important). Mean ratings (M) were ranked separately for each panel, and then ratings were pooled to create an overall ranking of the 19 content areas. Inter-panel agreement of importance rankings was visually represented as a scatterplot and quantified using Spearman’s rho (rs).Results: The top-rated content area was Outdoor Play (M = 4.77 ± 0.64), followed by Benefits of PA in the Early Years (M = 4.75 ± 0.66), and Factors Influencing PA and SB in Childcare (M = 4.71 ± .74). Monitor PA and Sedentary Time Within Your Classroom had the lowest combined score (M = 3.77 ± 1.44). There was moderate-to strong inter-panel agreement for content area importance rankings (rs = 0.60, 95% CI: 0.20 to 0.83). The majority of the ECE expert panel considered this training important for ECE students (94.3%), aligning with ECE curriculum objectives (91.4%) and accreditation standards (78.8%), and complementary to the present ECE curriculum (88.6%).Conclusions: Providing PA and SB training to ECE students is a proactive way to ensure healthy movement behaviours are prioritized in childcare programming. With the PA/SB expert-developed content areas, and endorsement by the ECE expert panel, implementing this training within ECE programs is a necessary next step.
Brianne Bruijns; Andrew M. Johnson; Trish Tucker. Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study. 2020, 1 .
AMA StyleBrianne Bruijns, Andrew M. Johnson, Trish Tucker. Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study. . 2020; ():1.
Chicago/Turabian StyleBrianne Bruijns; Andrew M. Johnson; Trish Tucker. 2020. "Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study." , no. : 1.
Background: Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students.Methods: Purposeful sampling of Canadian/international researchers was used to form two expert panels: a PA/SB expert panel (n = 26), and a Canadian ECE panel. The PA/SB experts suggested their top 12 PA/SB topics for the module via online survey. These topics were then pooled to generate a list of 19 content areas. In a second online survey, both panels of experts rated the importance of each content area (0 = unimportant to 5 = very important). Mean ratings (M) were ranked separately for each panel, and then ratings were pooled to create an overall ranking of the 19 content areas. Inter-panel agreement of importance rankings was visually represented as a scatterplot and quantified using Spearman’s rho (rs).Results: The top-rated content area was Outdoor Play (M = 4.77 ± .64), followed by Benefits of PA in the Early Years (M = 4.75 ± .66), and Factors Influencing PA and SB in Childcare (M = 4.71 ± .74). Monitor PA and Sedentary Time Within Your Classroom had the lowest combined score (M = 3.77 ± 1.44). There was moderate-to strong inter-panel agreement for content area importance rankings (rs = 0.60, 95% CI: 0.20 to 0.83). The majority of the ECE expert panel considered this training important for ECE students (94.3%), aligning with ECE curriculum objectives (91.4%) and accreditation standards (78.8%), and complementary to the present ECE curriculum (88.6%).Conclusions: Providing PA and SB training to ECE students is a proactive way to ensure healthy movement behaviours are prioritized in childcare programming. With the PA/SB expert-developed content areas, and endorsement by the ECE expert panel, implementing this training within ECE programs is a necessary next step.
Brianne Bruijns; Andrew M. Johnson; Trish Tucker. Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study. 2020, 1 .
AMA StyleBrianne Bruijns, Andrew M. Johnson, Trish Tucker. Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study. . 2020; ():1.
Chicago/Turabian StyleBrianne Bruijns; Andrew M. Johnson; Trish Tucker. 2020. "Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study." , no. : 1.
Background Early experiences in physical activity (PA) are important to shape healthy movement behaviours long-term; as such, it is critical that PA is promoted from infancy, and that detrimental behaviours (e.g., prolonged sedentary time [ST]) are minimized. The purpose of this systematic review and meta-analysis was to examine infants’ and toddlers’ movement behaviours across daytime hours. Methods Seven online databases were searched for terms related to infants (< 12 months), toddlers (12–35.9 months), PA, ST, and accelerometry. Two independent reviewers examined 4873 articles for peer-reviewed original research, published in English, that assessed infants’ (counts/min) and/or toddlers’ PA or ST (min/day) using accelerometry across daytime hours. Infants’ mean PA level (counts/min) was averaged across studies, and ranges were produced. Estimates of toddlers’ movement behaviours were aggregated meta-analytically to produce average daily rates, and accelerometer placement, cut-point validity, device type, and epoch length were tested as a moderating variables. Results Twenty-four studies from 16 countries (published 2011–2019), representing 3699 participants, were included in the systematic review. Five studies reported on infants’ PA, which ranged from 78.2 to 2580.5 cpm. Across 20 studies, toddlers’ total PA, light PA, moderate-to vigorous-intensity PA, and ST ranged from 72.9 to 636.5, 48.5 to 582.4, 6.5 to 89.9, and 172.7 to 545.0 min/day, respectively. After taking into account accelerometer placement, cut-point validity, device type, and epoch length, we found that toddlers engaged in 246.19 min/day (SE = 28.50; 95% CI: 190.34, 302.04) of total PA, 194.10 min/day (SE = 28.76; 95% CI: 137.73, 250.47) of light PA, and 60.16 min/day (SE = 5.88; 95% CI: 48.64, 71.69) of moderate-to vigorous-intensity PA. Toddlers engaged in 337.04 min/day (SE = 32.67; 95% CI: 273.01, 401.07) of ST. Conclusions With limited studies conducted in infants (n = 5), PA estimates are inconclusive and largely heterogeneous. Overall, toddlers tend to exceed the total PA recommendation of 180 min/day; however, very little of this time is spent at higher movement intensities. Even with high PA rates, toddlers still engage in substantial ST. More consistent and valid measurement protocols are needed to improve comparability across studies.
Brianne A. Bruijns; Stephanie Truelove; Andrew M. Johnson; Jason Gilliland; Patricia Tucker. Infants’ and toddlers’ physical activity and sedentary time as measured by accelerometry: a systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity 2020, 17, 1 -14.
AMA StyleBrianne A. Bruijns, Stephanie Truelove, Andrew M. Johnson, Jason Gilliland, Patricia Tucker. Infants’ and toddlers’ physical activity and sedentary time as measured by accelerometry: a systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity. 2020; 17 (1):1-14.
Chicago/Turabian StyleBrianne A. Bruijns; Stephanie Truelove; Andrew M. Johnson; Jason Gilliland; Patricia Tucker. 2020. "Infants’ and toddlers’ physical activity and sedentary time as measured by accelerometry: a systematic review and meta-analysis." International Journal of Behavioral Nutrition and Physical Activity 17, no. 1: 1-14.
Background Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students. Methods Purposeful sampling of Canadian/international researchers was used to form two expert panels: a PA/SB expert panel ( n = 26), and a Canadian ECE panel. PA/SB experts suggested their top 12 PA/SB topics for the module via online survey. These topics were then pooled to generate a list of 19 content areas. In a second online survey, both panels of experts rated the importance of each content area (0 = unimportant to 5 = very important). Mean ratings were ranked separately for each panel, and then ratings were pooled to create an overall ranking of the 19 content areas. Inter-panel agreement of importance rankings was visually represented as a scatterplot and quantified using Spearman’s rho. Results The top-rated content area was Outdoor Play ( M = 4.77 ± .64), followed by Benefits of PA in the Early Years ( M = 4.75 ± .66), and Factors Influencing PA and SB in Childcare ( M = 4.71 ± .74). Monitor PA and Sedentary Time Within Your Classroom had the lowest combined score ( M = 3.77 ± 1.44). There was moderate-to strong inter-panel agreement for content area importance rankings ( r s = 0.60, 95% CI: 0.20 to 0.83). The majority of the ECE expert panel considered this training important for ECE students (94.3%), aligning with ECE curriculum objectives (91.4%) and accreditation standards (78.8%), and complementary to the present ECE curriculum (88.6%). Conclusions Providing PA and SB training to ECE students is a proactive way to ensure healthy movement behaviours are prioritized in childcare programming. With the PA/SB expert-developed content areas, and endorsement by the ECE expert panel, implementing this training within ECE programs is a necessary next step.
Brianne Bruijns; Andrew M. Johnson; Trish Tucker. Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study. 2020, 1 .
AMA StyleBrianne Bruijns, Andrew M. Johnson, Trish Tucker. Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study. . 2020; ():1.
Chicago/Turabian StyleBrianne Bruijns; Andrew M. Johnson; Trish Tucker. 2020. "Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study." , no. : 1.
Background: Young children are prone to low levels of physical activity in childcare. This environment, inclusive of equipment, policies, and staff, has been identified as influencing young children’s activity behaviours. To date, no study has examined the feasibility and effectiveness of such policies in Canadian childcare centres, while the provision of physical activity policies in other countries has shown some promise for improving the activity levels of young children. As such, the primary objective of the Childcare PhysicaL ActivitY (PLAY) Policy study is to examine the feasibility of an evidence-based, stakeholder-informed, written physical activity and sedentary time policy for centre-based childcare (i.e., at the institutional level). The secondary objectives are to examine the impact of policy implementation on the physical activity levels and sedentary time of young children, subsequent environmental changes in childcare centres, and childcare providers’ self-efficacy to implement a physical activity policy. This study will examine both policy implementation and individual (behavioural) outcomes. Methods/Design: The Childcare PLAY Policy study, a pilot, cluster-randomized controlled trial, involves the random allocation of childcare centres to either the experimental (n = 4) or control (n = 4) group. Childcare centres in the experimental group will adopt a written physical activity policy for eight weeks (at which time they will be asked to stop enforcing the policy). Physical activity levels and sedentary time in childcare will be assessed via ActiGraph™ accelerometers with measurements at baseline (i.e., week 0), mid-intervention (i.e., week 4), immediately post-intervention (i.e., week 9), and at six-month follow-up. Policy implementation and feasibility will be assessed using surveys and interviews with childcare staff. The Environment and Policy Assessment and Observation Self-Report tool will capture potential changes to the childcare setting. Finally, childcare providers’ self-efficacy will be captured via a study-specific questionnaire. A nested evaluation of the impact of policy implementation on young children’s physical activity levels will be completed. A linear mixed effects models will be used to assess intervention effects on the primary and secondary outcomes. Descriptive statistics and thematic analysis will be employed to assess the feasibility of policy implementation. Discussion: The Childcare PLAY Policy study aims to address the low levels of physical activity and high sedentary time observed in childcare centres by providing direction to childcare staff via a written set of evidence-informed standards to encourage young children’s activity and reduce sedentary time. The findings of this work will highlight specific aspects of the policy that worked and will inform modifications that may be needed to enhance scalability. Policy-based approaches to increasing physical activity affordances in childcare may inform future regulations and programming within this environment.
Patricia Tucker; Molly Driediger; Leigh M. Vanderloo; Shauna M. Burke; Jennifer D. Irwin; Andrew M. Johnson; Jacob Shelley; Brian W. Timmons. Exploring the Feasibility and Effectiveness of a Childcare PhysicaL ActivitY (PLAY) Policy: Rationale and Protocol for a Pilot, Cluster-Randomized Controlled Trial. International Journal of Environmental Research and Public Health 2019, 16, 4400 .
AMA StylePatricia Tucker, Molly Driediger, Leigh M. Vanderloo, Shauna M. Burke, Jennifer D. Irwin, Andrew M. Johnson, Jacob Shelley, Brian W. Timmons. Exploring the Feasibility and Effectiveness of a Childcare PhysicaL ActivitY (PLAY) Policy: Rationale and Protocol for a Pilot, Cluster-Randomized Controlled Trial. International Journal of Environmental Research and Public Health. 2019; 16 (22):4400.
Chicago/Turabian StylePatricia Tucker; Molly Driediger; Leigh M. Vanderloo; Shauna M. Burke; Jennifer D. Irwin; Andrew M. Johnson; Jacob Shelley; Brian W. Timmons. 2019. "Exploring the Feasibility and Effectiveness of a Childcare PhysicaL ActivitY (PLAY) Policy: Rationale and Protocol for a Pilot, Cluster-Randomized Controlled Trial." International Journal of Environmental Research and Public Health 16, no. 22: 4400.
Children’s physical activity levels are higher at the start of outdoor playtime, which suggests that shorter, more frequent play periods might result in greater amounts of daily physical activity. In this extension of the Supporting Physical Activity in the Childcare Environment (SPACE) cluster randomized controlled trial, we explored the impact of four 30-min daily outdoor unstructured play periods on preschoolers’ moderate-to-vigorous-intensity physical activity (MVPA). Experimental childcare centres (n = 6) implemented four 30-min daily outdoor playtimes for 8 weeks, while control centres (n = 6) maintained their two 60-min outdoor sessions. Actical™ accelerometers were used to measure preschoolers’ physical activity pre- and post-intervention for 5 days during childcare hours. Linear mixed effects models were used to determine the impact of the intervention on preschoolers’ MVPA. Of the 185 preschoolers enrolled (54.20% female; mean age = 39.90 months, SD = 7.24), 127 (65 experimental and 62 control) were included in the analysis (30% and 9% loss to follow-up for experimental and control group preschoolers, respectively). No significant differences in MVPA were observed between groups over time (p = 0.36). Preschoolers’ MVPA did not improve after the introduction of shorter outdoor play periods. The loss of data due to wear time noncompliance and participant attrition may have influenced these findings. Trial registration: ISRCTN70604107 (October 8, 2014).
Molly Driediger; Stephanie Truelove; Andrew M. Johnson; Leigh M. Vanderloo; Brian W. Timmons; Shauna M. Burke; Jennifer D. Irwin; Patricia Tucker. The Impact of Shorter, More Frequent Outdoor Play Periods on Preschoolers’ Physical Activity during Childcare: A Cluster Randomized Controlled Trial. International Journal of Environmental Research and Public Health 2019, 16, 4126 .
AMA StyleMolly Driediger, Stephanie Truelove, Andrew M. Johnson, Leigh M. Vanderloo, Brian W. Timmons, Shauna M. Burke, Jennifer D. Irwin, Patricia Tucker. The Impact of Shorter, More Frequent Outdoor Play Periods on Preschoolers’ Physical Activity during Childcare: A Cluster Randomized Controlled Trial. International Journal of Environmental Research and Public Health. 2019; 16 (21):4126.
Chicago/Turabian StyleMolly Driediger; Stephanie Truelove; Andrew M. Johnson; Leigh M. Vanderloo; Brian W. Timmons; Shauna M. Burke; Jennifer D. Irwin; Patricia Tucker. 2019. "The Impact of Shorter, More Frequent Outdoor Play Periods on Preschoolers’ Physical Activity during Childcare: A Cluster Randomized Controlled Trial." International Journal of Environmental Research and Public Health 16, no. 21: 4126.
The aim of the study was to assess the impact of a recreation access pass on grade 5 children's physical activity (PA) levels. This is a pre-post evaluation of a population-level community-based intervention. All grade 5 students in (London, Ontario, Canada) were invited to participate in the [ACT-i-Pass] program (G5AP) in May 2014. A total of 643 children completed surveys, that included Physical Activity Questionnaire for Children (PAQ-C), at baseline (October 2014) and 6-month follow-up (April 2015). Difference in the means t-test compared PAQ-C scores between baseline and follow-up for the sample and subgroups. Multiple regression analysis tested associations between change in PAQ-C scores and intrapersonal-, interpersonal-, and physical environment-level variables. PA increased significantly from baseline to 6-month follow-up. Girls, visible minorities, immigrants, and children with low parental support experienced significant increases in PA. Regression found girls benefitted from the G5AP significantly more than boys, and lower parental support is related to increases in PA. The findings indicate that collaboratively developed, community-based interventions can significantly increase children's PA levels, particularly among subgroups with traditionally lower PA. The pre-post evaluation of this community-based intervention provides useful evidence for developing policies and programs aimed at making population-level improvements in children's PA levels.
C. Smith; A.F. Clark; P. Wilk; P. Tucker; J.A. Gilliland. Assessing the effectiveness of a naturally occurring population-level physical activity intervention for children. Public Health 2019, 178, 62 -71.
AMA StyleC. Smith, A.F. Clark, P. Wilk, P. Tucker, J.A. Gilliland. Assessing the effectiveness of a naturally occurring population-level physical activity intervention for children. Public Health. 2019; 178 ():62-71.
Chicago/Turabian StyleC. Smith; A.F. Clark; P. Wilk; P. Tucker; J.A. Gilliland. 2019. "Assessing the effectiveness of a naturally occurring population-level physical activity intervention for children." Public Health 178, no. : 62-71.
Stephanie Truelove; Brianne A. Bruijns; Leigh M. Vanderloo; Kathleen T. O'brien; Andrew M. Johnson; Patricia Tucker. Corrigendum to “Physical activity and sedentary time during childcare outdoor play sessions: A systematic review and meta-analysis” [Pre. Med. 108 (2018) 74–85]. Preventive Medicine 2019, 127, 105814 .
AMA StyleStephanie Truelove, Brianne A. Bruijns, Leigh M. Vanderloo, Kathleen T. O'brien, Andrew M. Johnson, Patricia Tucker. Corrigendum to “Physical activity and sedentary time during childcare outdoor play sessions: A systematic review and meta-analysis” [Pre. Med. 108 (2018) 74–85]. Preventive Medicine. 2019; 127 ():105814.
Chicago/Turabian StyleStephanie Truelove; Brianne A. Bruijns; Leigh M. Vanderloo; Kathleen T. O'brien; Andrew M. Johnson; Patricia Tucker. 2019. "Corrigendum to “Physical activity and sedentary time during childcare outdoor play sessions: A systematic review and meta-analysis” [Pre. Med. 108 (2018) 74–85]." Preventive Medicine 127, no. : 105814.