# Physical activity promotion in the early childcare setting: a content analysis of the federal-state-wide educational framework plans in Germany

## TL;DR

This study examines how physical activity promotion is included in early childcare policies across German federal states.

## Contribution

The study introduces a novel analysis of policy documents using ten criteria to assess physical activity integration in early childcare settings.

## Key findings

- All educational framework plans included physical activity but lacked a pedagogical concept for implementation.
- Most plans targeted children under 6 and included subgroups, but timeframe and budget details were missing.
- Implementation was binding in 12 out of 16 plans, and half were evaluated internally or externally.

## Abstract

Physical activity plays an important role over the life course for non-communicable disease prevention. At an early age, it can support physical, cognitive, and emotional development as well as the establishment of an active lifestyle throughout life. Early childcare centers provide a valuable opportunity in promoting physical activity. Yet, it is unclear, whether and to what extent policy documents such as educational framework plans incorporate physical activity promotion activities and structures in the early childcare setting. We aim to analyze the integration of physical activity in educational framework plans in Germany.

Ten criteria were identified based on a policy document on prevention indicators and an analytical framework for effective physical activity policy measures: (1) Physical activity as a topic in the educational framework plan, (2) availability of a pedagogical concept for physical activity, (3) objectives, (4) target groups, (5) timeframe, (6) budget, (7) implementation plan, (8) stakeholder involvement across political sectors, (9) legal status, and (10) policy evaluation. Information on the criteria was obtained from the educational framework plans, further policy documents, and a standardized self-administered questionnaire.

All educational framework plans addressed physical activity in a subchapter, while none provided a pedagogical concept on its implementation. The objectives focused on competence goals and related policy measures for physical activity promotion. Most of the educational framework plans targeted children up to 6 years and considered different subgroups. While a timeframe and budget were not mentioned, concrete assistance for policy implementation was provided. On average, three sectors were involved in the educational framework plans’ development. The implementation was binding for 12 out of 16 educational framework plans. Half of the educational framework plans were evaluated either internally or externally.

Educational framework plans describe physical activity promotion for the early childcare setting at a federal state level through their focus on children’s competence development. However, minimum criteria for the implementation and evaluation of PA promotion measures are lacking in educational framework plans. Further research is needed to explore the role of educational framework plans in health promotion, considering the heterogeneity across federal states.

Not applicable.

The online version contains supplementary material available at 10.1186/s12889-025-23798-7.