Physical activity does not yet have a structural place
At present, the subject of physical activity does not have a structural place in the training for (specialized) childcare professionals. This is necessary, because sufficient and varied physical activity is a prerequisite for children’s healthy growth and development. Childcare professionals play an essential role in this.
Physical activity is often not part of the training programme’s vision. In courses or work placements, the subject often has an indirect place. Coordinators and teachers recognize the importance of physical activity and advocate giving it a more prominent and structural place within the training programme.
Stimulate enthusiasm and increase competence
According to the authors, two elements are important: the enthusiasm and competence of childcare professionals in encouraging physical activity among children. These can be increased by embedding the subject of physical activity in the training for (specialized) childcare professionals.
For example, by:
- providing education on the importance of physical activity;
- paying attention to students’ own lifestyles;
- practising skills to encourage physical activity;
- strengthening the connection between training and practice, so that work-placement locations can better facilitate the practice of these skills.
Interviews with training coordinators and teachers
For this study, the authors interviewed coordinators and teachers from training programmes for (specialized) childcare professionals. They asked them how the subject of physical activity is incorporated into the training programme’s vision and curriculum, what their wishes are regarding this subject, and whether they apply the physical activity recommendations in the training programme. Based on this data, they mapped out how the subject of physical activity is incorporated into training programmes for childcare professionals.