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

Abstract 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. Methods The instrument was developed through a multi-phase co-production process involving researchers and representatives from state-level health reporting authorities in Germany. Development was guided by a conceptual framework for policy content analysis and comprised three phases: (1) prototype development based on a systematic analysis of all 16 German educational framework plans, a systematic literature review on the effectiveness of public policies promoting PA in early childhood education and care, and a structured search for national and international policy recommendations; (2) expert consultation using a two-round Delphi survey ( n = 24 in round 1; n = 26 in round 2), with indicators rated on a 10-point Likert scale and summarized using median scores; and (3) pilot testing in five German federal states to assess feasibility, clarity, and applicability of the instrument. Results The initial prototype of the assessment instrument comprised 24 indicators. Several revisions throughout the development process resulted in a final version containing 28 indicators across eight thematic domains (e.g., pedagogical concept, education-related objectives, outdoor PA opportunities, indoor PA opportunities). Pilot testing confirmed the instrument’s applicability and feasibility within state-level health reporting, and minor refinements were made to improve the clarity and completeness of individual indicators. Time needed to complete the instrument ranged from approximately one to six hours. Conclusions This study developed the first instrument specifically designed to assess the PA-related content of early childhood education and care policies. This may support intersectoral collaboration between the health and youth sector, and could inform future decision-making processes. Moreover, future studies may test its applicability in other countries.