Promoting Physical Activities: Strategies of Pre-school Teachers in Families and Communities

Existing research on strategies employed by preschool teachers to promote physical activities within families and communities remains limited and lacks clarity.This study aims to comprehensively explore the strategies employed by preschool teachers to promote physical activities within families and communities.Utilizing a qualitative research design specifically, multiple case studies as the research approach, and purposive sampling, ten teachers participated in the study.The interview protocol, derived from established theories and past studies, underwent validation by two experts.Thematic analysis was employed to manually analyze and code the data.Themes encompassing preschool teachers' instructional strategies for facilitating physical activities for children in their care include the teaching of physical activities, the use of games, utilizing television to encourage children to exercise, and employing structured play and exercise routines.Additional findings highlight preschool teachers' knowledge in physical activity, the lack of support from parents, a deficiency in professional knowledge, and insufficient funding.In terms of specific strategies employed to reach out to families, the study reveals the utilization of WeChat to disseminate information on physical activity and the incorporation of parent-teacher meetings.However, engagement with the broader community during events is acknowledged to be less extensive.This study sheds light on critical aspects of preschool teachers' efforts to promote physical activity, offering insights for future interventions and initiatives.