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Review

Strategies for Teachers to Promote Physical Activity in Early Childhood Education Settings—A Scoping Review

1
Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong, China
2
School of Public Health, The University of Hong Kong, Hong Kong, China
3
Health Science Department, Ateneo de Manila University, Quezon City 1108, Philippines
*
Author to whom correspondence should be addressed.
Academic Editors: Sze Lin (Serene) Yoong, Nicole Nathan and Rebecca Golley
Int. J. Environ. Res. Public Health 2021, 18(3), 867; https://doi.org/10.3390/ijerph18030867
Received: 19 December 2020 / Revised: 15 January 2021 / Accepted: 16 January 2021 / Published: 20 January 2021
Recent evidence has emphasized the importance of the early childhood years for developing lifelong physical activity patterns. As such, evidence-informed programs that create opportunities for young children to engage in physical activity are needed and education settings present an important context. This review aimed to identify strategies that are implemented by teachers to promote physical activity in early childhood education and care settings. This is a scoping review that followed the framework proposed by the Joanna Briggs Institute. Searches were conducted using the databases of PubMed, SCOPUS, PsycINFO, SPORT Discus, ERIC and Web of Science for publications up to September 2020. From a total of 8974 articles, 19 were deemed eligible. Ten types of strategies, performed by teachers with the intention to improve physical activity-related primary outcomes, were identified. Physical activity promotion by teachers in early childhood settings is recommended to take a multi-strategy approach, in conjunction with professional development training opportunities and continuous follow-up support for teachers. Future work is warranted to fill the evidence gap in other regions (e.g., Asia, Africa and South America) and strengthen the evidence base to establish best practice standards. View Full-Text
Keywords: children; teacher; physical activity; early childhood education and care children; teacher; physical activity; early childhood education and care
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MDPI and ACS Style

Mak, T.C.T.; Chan, D.K.C.; Capio, C.M. Strategies for Teachers to Promote Physical Activity in Early Childhood Education Settings—A Scoping Review. Int. J. Environ. Res. Public Health 2021, 18, 867. https://doi.org/10.3390/ijerph18030867

AMA Style

Mak TCT, Chan DKC, Capio CM. Strategies for Teachers to Promote Physical Activity in Early Childhood Education Settings—A Scoping Review. International Journal of Environmental Research and Public Health. 2021; 18(3):867. https://doi.org/10.3390/ijerph18030867

Chicago/Turabian Style

Mak, Toby C.T., Derwin K.C. Chan, and Catherine M. Capio. 2021. "Strategies for Teachers to Promote Physical Activity in Early Childhood Education Settings—A Scoping Review" International Journal of Environmental Research and Public Health 18, no. 3: 867. https://doi.org/10.3390/ijerph18030867

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