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Table 6 Differences for change in educators’ strategies and barriers related to physical activity and sedentary behaviour in childcare settings (follow-up vs. baseline) between groups (accreditation vs. control)

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

Subscales Groupsa Baseline Follow-up Follow-up vs. baseline Group*time
   Estimated marginal mean (SE)b Mean difference (SE) B (95%CI)c P value
Strategies to support regular physical activity Accreditation (n = 33) 4.40 (0.07) 4.53 (0.08) 0.13 (0.07) 0.13(−0.05,0.32) 0.151
Control (n = 39) 4.25 (0.07) 4.24 (0.07) −0.002 (0.06)
Strategies to limit extended periods of sedentary behaviour Accreditation (n = 33) 4.20 (0.10) 4.01 (0.13) −0.19 (0.13) −0.29(− 0.62,0.05) 0.092
Control (n = 39) 4.00 (0.09) 4.09 (0.11) 0.09 (0.11)
Strategies to limit screen time Accreditation(n = 32) 4.35 (0.17) 4.35 (0.14) −0.22 (0.21) −0.27(− 0.82,0.27) 0.323
Control (n = 39) 4.25 (0.12) 4.30 (0.15) 0.05 (0.18)
Barriers in supporting regular physical activity Accreditation (n = 33) 2.27 (0.13) 2.08 (0.20) −0.19 (0.22) −0.37(− 0.95,0.20) 0.202
Control (n = 39) 2.06 (0.12) 2.25 (0.16) 0.18 (0.19)
Barriers in limiting extended periods of sedentary behaviour Accreditation (n = 33) 2.15 (0.11) 1.92 (0.19) −0.23 (0.20) −0.37(− 0.88,0.15) 0.160
Control (n = 39) 1.78 (0.10) 1.92 (0.16) 0.14 (0.17)
Barriers in limiting screen time Accreditation (n = 31) 1.79 (0.09) 1.86 (0.19) 0.07 (0.20) −0.03(−0.54,0.48) 0.905
Control (n = 38) 1.30 (0.15) 1.20 (0.08) 0.10 (0.16)
  1. Abbreviations: SE Standard error, CI Confidence interval
  2. In all models the clustering effect of childcare centers and the repeated effect of time were included as random intercepts, and time, group, time*group were included as fixed effects
  3. aSample size for educators included in the analytic sample: accreditation group (n = 33), control group (n = 39). Missing data existed for educators in the accreditation group for two subscales and in the control group for one subscale
  4. bHigher Mean (SE) scores indicate that the strategies used more frequently (Range: 1–5) or the barrier was faced more frequently (Range: 1–5)
  5. cEstimate for the interaction term between group (accreditation vs. control) and time (follow-up vs. baseline) and can be interpreted as the differences in change between groups for each subscale