Evaluation of Short Videos Supporting Healthy Eating and Physical Activity in Early Childhood Education: The Small Bites for Big Steps Pilot Randomised Controlled Trial

ABSTRACT Issue Addressed Early childhood education and care (ECEC) centres are an ideal setting to promote key healthy eating and active living (HEAL) practices. Redesigning messages around such practices to be digital could help engage ECEC educators and assist with long‐term implementation and reach. The aim of this study was to evaluate the potential impact of a HEAL‐focused video initiative (Small Bites for Big Steps) on precursors to behaviour change including educators' self‐efficacy, perceived behavioural control and behavioural intentions and the acceptability of the videos. Method A pilot randomised controlled trial was conducted with early childhood educators (56% aged 25–44 years, 98% female). Participants randomised to the intervention group received on average 3–4 weekly videos promoting HEAL practices, whilst participants in the control group maintained usual practice. Educators' self‐efficacy, perceived behavioural control, and behavioural intention were assessed using questionnaires at baseline and post‐intervention (9 weeks). Data were analysed using Mann Whitney U tests in SPSS and thematic analysis. Acceptability data were collected using questionnaires, focus groups, interviews, and Vimeo analytics. Results One hundred and six educators from 16 ECEC services were recruited. Exploratory efficacy analysis found significant improvements from baseline to post‐intervention between groups for healthy eating/drinking perceived behavioural control. At post‐intervention, there was a significant difference between intervention and control groups for healthy eating/drinking behavioural intention, physical activity behavioural intention, and overall behavioural intention. No significant between group differences were observed for changes in perceived behavioural control relating to physical activity or for any self‐efficacy measures. Educators valued the content, length and approach of the videos. Limitations identified from the qualitative data included technical difficulties and cultural appropriateness. Conclusions This video‐based intervention positively influenced educators' perceived behavioural control and behavioural intentions, key precursors to behaviour change. The video suite was acceptable to educators. So What? Redesigning HEAL messages into video resources may support ECEC educators to promote and implement these practices to young children and their families/carers.