Preschool Teachers’ Preparedness for Knowing, Enabling, and Meeting the Active Start Guidelines for Physical Activity

in Journal of Motor Learning and Development

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Ali Brian University of South Carolina

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Adam Pennell University of South Carolina

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Ryan Sacko The Citadel

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Michaela Schenkelburg University of Nebraska Medical Center

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DOI:
https://doi.org/10.1123/jmld.2017-0033
Keywords:
early childhood; fundamental motor skills; motor development; self-efficacy
In Print:
Volume 6: Issue 2
Page Range:
333–344
Restricted access

Most early childhood centers charge preschool teachers with delivering gross motor skill content and providing physical activity (PA) opportunities to children. Little is known regarding preschool teachers’ background and confidence and the extent to which centers meet the Active Start Guidelines (ASGs) for PA. Preschool teachers (N = 102) completed an exploratory survey and the Self-Perception Profile for Adults Athletic Competence subscale. Eighty-eight percent possessed no formal background in physical education (PE)/PA, while most teachers (77%) were not aware of the ASGs. Most participants (92%) reported that they do not provide daily, teacher-led PE/PA programming, and less than half (47%) provided at least 60 min of daily free play. Preschool teachers were found to have below average perceived motor competence. Recommendations are provided for preservice teacher training programs, policymakers, as well as professional development of in-service teachers.

Brian and Pennell are with the College of Education, University of South Carolina, Columbia, SC. Sacko is with Department of Health and Human Performance, The Citadel, Charleston, SC. Schenkelburg is with the Department of Health Promotion in the College of Public Health, University of Nebraska Medical Center, Omaha, NE.

Address author correspondence to Ali Brian at brianali@mailbox.sc.edu.
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