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Table 1 Descriptive information and group (accreditation vs. control) differences

From: The impact of new government childcare accreditation standards on children’s in-care physical activity and sedentary time

  Baseline Follow-up
Accreditation Group Control Group P-value Accreditation Group Control Group P-value
Children’s characteristics (n = 126) (n = 126) (n = 126) (n = 126)
Age (years; M ± SD)a (n = 126) (n = 126) (n = 126) (n = 126)
3.1 ± 0.9 2.8 ± 0.6 0.003 3.7 ± 0.9 3.3 ± 0.7 < 0.002
Sex (%)b (n = 126) (n = 126) (n = 126) (n = 126)
 Male 55.6 46.8 0.166
 Female 44.4 53.2
Race/ethnicity (%)b (n = 122) (n = 124)
 Caucasian 43.4 61.3 0.005
 Other 56.6 38.7
 Missing data (n = 4) (n = 2)
Parental education (%)b (n = 121) (n = 121)
 Below bachelor level 52.1 20.7 < 0.001
 Bachelor’s degree 24.8 34.7
 Above bachelor level 23.1 44.6
 Missing data (n = 5) (n = 5)
Weather (n = 11) (n = 8) (n = 11) (n = 8)
Mean temperature (°C, M ± SD)a,c −2.8 ± 5.6 −2.7 ± 5.3 0.983 9.2 ± 5.9 13.3 ± 3.7 0.103
Mean precipitation (mm, M ± SD)a 0.5 ± 0.8 2.3 ± 1.7 0.005 1.0 ± 1.3 3.2 ± 2.4 0.026
Childcare characteristics (n = 11) (n = 8) (n = 11) (n = 8)
MOVERS score (1–7; M ± SD)a 3.1 ± 1.0 3.8 ± 1.1 0.216 3.9 ± 0.8 4.2 ± 0.9 0.514
EPAO PA score (0–39; M ± SD)a 20.9 ± 2.2 21.8 ± 1.3 0.354 23.1 ± 3.10 23.6 ± 1.1 0.686
Educators’ characteristics (n = 33) (n = 39) (n = 33) (n = 39)
Age (Years; M ± SD)a (n = 32) (n = 36) (n = 32) (n = 36)
37.9 ± 11.4 37.1 ± 10.7 0.806 38.3 ± 11.4 37.7 ± 11.1 0.849
 Missing data (n = 1) (n = 3) (n = 1) (n = 3)
Sex (%)d (n = 33) (n = 39) (n = 33) (n = 39)
 Male 7.7 3.0
 Female 92.3 97.0
Race/ethnicity (n = 71)b (n = 33) (n = 38)
 Caucasian 72.7 50 0.051
 Other 27.3 50
 Missing data (n = 1)
  1. Abbreviations: M Mean, SD Standard deviation, MOVERS Movement Environment Rating Scale, EPAO Environment and Policy Assessment and Observation, PA Physical activity
  2. Bold fonts indicate p < 0.05
  3. aMann-Whitney U Tests (child age, mean precipitation, educator age) and t-tests (mean temperature, MOVERS total score, EPAO PA score) were used to compare continuous data between accreditation and control groups at baseline and follow-up
  4. bChi-square tests were used to compare categorical data (child sex, child race/ethnicity, parental education, and educator race/ethnicity) between accreditation and control groups at baseline
  5. cMean temperature was significantly different between baseline and follow-up in the accreditation and control groups
  6. dIt was not possible to test for sex differences between groups because less than 5 educators were male in both groups (accreditation group: n = 1; control group: n = 3)