Analysis
Service- and educator-level characteristics were summarised by group. Differences between groups were tested for statistical significance using chi-square tests for categorical variables, t-tests for normally distributed continuous variables, and Wilcoxon tests for ordinal and skewed continuous variables.The primary effectiveness outcomes were analysed using generalised linear mixed effects models (GLMM) and included fixed effects for group (intervention vs. wait-listed comparison), time (post-intervention vs. baseline), and time-by-group interaction; random intercept effects for individual educators nested within services; and an exchangeable correlation structure. Additional fixed effects for educator age and highest level of education were included in adjusted models. Since data collection spanned several months, we also considered the effect of total rainfall and maximum temperature; these were not significant confounders in any models and were thus not included in the present analyses. The primary outcomes were analysed as dichotomous variables for meeting the policy recommendations and as ordinal variables for minutes of total physical activity and energetic play. Since GLMMs allow for missing data [