Enhancing Physical Activity Through SEESAW: Exploring Effectiveness and Educators' Perceptions

Abstract

Preschoolers are generally assumed to be innately active (Santrock, Mackenzie-Rivers, Malcomson, & Leung, 2011). However, ParticipACTION (2018) found only 62% of preschoolers are engaging in the recommended amount of at least 180 minutes of physical activity each day. Guided by the belief that interpersonal relationships directly influence children’s physical activity (Stokols, 1996), this mixed-methods study examined the effectiveness of SEESAW on preschooler’s physical activity and asked: i. How does SEESAW impact preschool children’s physical activity behaviours? ii. What is the nature of educators’ beliefs and practices in relation to children’s physical activity and their role in promoting that activity? iii. Are these beliefs and practices impacted by a resource such as SEESAW, and if so, how? iv. How effective is the SEESAW resource from educators’ perspectives? Data collection occurred once in Autumn 2018 and again in Winter of 2019 using the OSRAC-P, IPAQ, and semi-structured interviews. Paired-samples t-tests found children’s standing and gross motor behaviours significantly changed after SEESAW was implemented, while educators’ physical activity did not. No significant results were found when variables associated with SEESAW were tested as predictors to children’s activity. Thematic analysis of educator interview scripts found educators’ beliefs and practices increased after SEESAW was implemented.