Emma Shanahan, Kristen L McMaster, Britta Cook Bresina, Nicole M McKevett, Seohyeon Choi, Erica S Lembke
Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity
Journal of learning disabilities
early childhood recognised critical window opportunity physical literacy development however early childhood educators typically lack training required effectively provide appropriate physical literacy opportunities children examined effects online physical literacy professional development programrelative continuing standard practiceon early childhood educators physical literacy knowledge application conducted parallel twoarm randomised controlled trial 88 early childhood educators randomly assigned online professional development program designed support educators physical literacy instructional skills intervention arm n 37 standard practice control condition n 51 data collected prior fourweek intervention period measured educators physical literacy knowledge application primary outcome independent coding openended survey responses educators selfreported perceptions values confidence behaviours barriers secondary outcomes betweengroup differences assessed analysis covariance one intervention arm participant withdrew study resulting 87 participants included analysis educators intervention arm scored significantly higher postintervention physical literacy knowledge 062 application 033 control arm educators intervention arm also scored significantly higher controls confidence teaching physical activity 042 significantly lower controls perceived personal barriers physical activity 053 thirteen participants intervention arm 36 begin online professional development program improvements physical literacy instructional outcomes indicate potential investigation broader implementation online professional development programs nature future