Preschool teachers' attitudes and perceived competence to promote physical activity and motor learning

Introduction Almost 90% of Swedish children in the age of 1-5 years daily attend preschool. Motor development which allow for interaction with the environment in play, physical activities (PA) and later on sports activities... [ view full abstract ]

Introduction

Almost 90% of Swedish children in the age of 1-5 years daily attend preschool. Motor development which allow for interaction with the environment in play, physical activities (PA) and later on sports activities is most intensive during these ages.Preschool has a compensatory assignment to reduce differences from the home environment.

The aim was to investigate preschool teachers' attitudes towards PA and motor learning and perceived competence to teach motor skills.

Methods

Data collection was conducted through surveys.The questionnaire covers in addition to background issues,questions about education, perceived capability to lead PA and motor learning,questions about attitudes to PA,personal exercise habits.An open question with requested narratives describing experiences of PA and motor learning in preschool was included.

Results 

About 50% of the students considered that the knowledge of motor learning was good among staff in preschools and perceived that preschools worked deliberately with promoting PA and motor learning. In terms of perceptions of their own skills and education 87% considered that they were highly capable to promote children's motor and physical development. At the same time only 53% felt they were well educated in motor learning through their teacher education. In terms of own PA habits 45% said they never exercised, 28% once a week and 27% twice or more per week.

Discussion 

Nine of ten preschool teachers considered themselves as highly capable to work with children’s PA and motor learning. However, half of them considered that they had no education at all in motor learning and many considered their competence from teacher education as low and insufficient.Almost half of the students stated that they were not physically active themselves,which also generates questions about their own interest and habitus for PA and motor learning.There is a need to include a high quality motor learning education in preschool teacher education.