Co-producing an assessment instrument for physical activity policies in the early childhood education and care setting

Background

Despite the importance of physical activity (PA) for the physical, cognitive, and socio-emotional development of children, the effects of public policies on PA outcomes in early childhood education and care have only recently been investigated. As the available evidence is relatively recent, it has not yet been integrated into existing policy assessment tools. To address this gap, this study aimed to develop an instrument to assess the PA-related content of policies in early childhood education and care.