Early childhood educators (ECEs) are highly influential in promoting healthy movement behaviours (e.g. physical activity [PA] and sedentary behaviour [SB]) in early childhood. It is essential that ECEs gain knowledge and confidence in their ability to incorporate appropriate amounts of high-quality movement experiences for children in their care. However, ECEs do not currently receive related education in their current pre-service programs or professional development in practice.

The Training EArly CHildhood educators in physical activity (TEACH) study intends to improve ECEs’ knowledge, confidence, and intentions regarding promoting healthy movement behaviours by providing comprehensive training in PA, SB, outdoor and risky play in childcare settings via an e-Learning course.

The TEACH pilot study tests the implementation (e.g., fidelity, feasibility, acceptability, etc.) of an e-Learning course in PA and SB in a sample of Canadian pre-service (i.e., post-secondary students) and in-service (i.e., practicing) ECEs.

The 4-module e-learning course was developed via a Delphi process and was completed by 32 pre-service and 121 in-service ECEs.

Implementation outcomes were measured cross-sectionally at post-intervention via a process evaluation survey (baseline & follow-up) interviews (transcribed & sorted to implementation outcomes) and e-Learning course metrics (dose delivered, fidelity, complexity & feasibility)

Participants reported that the course was highly acceptable, compatible, effective, feasible, and appropriate in complexity; however, some ECEs experienced technical difficulties with the e-Learning platform and noted a longer than anticipated course duration.

The findings demonstrate the value of e-Learning for professional development interventions for ECEs. Participant feedback will be used to improve the scalability of this training.