35 research outputs found
Playful pedagogy for deeper learning: exploring the implementation of the play based Foundation Phase in Wales.
The foundation phase in Wales is a play based curriculum for 3 â 7 year olds advocating the use of the outdoors and experiential approaches to learning (DCELLS, 2015). Play based outdoor learning increases interaction with a range of affordances giving opportunities for movement in learning. Children assign activities as either play or not play based on a series of cues (Howard, 2002). Teaching approaches that incorporate cues associated with play can influence pupil engagement and involvement in learning. This paper draws on data from a three year study of the implementation of the foundation phase. Analysis of data from observations, field notes and video suggest pupils were more involved in tasks with higher levels of well-being when tasks were perceived as play. Leavres (1993,1997,2000, 2005) suggests increased involvement in learning may result in deeper learning
Developing childrenâs motor skills in the Foundation Phase in Wales to support physical literacy
Interest has grown internationally in the concept of physical literacy [Dudley, D. 2015. âA Conceptual Model of Observed Physical Literacy.â The Physical Educator 72: 236â260; Edwards, L., A. Bryant, R. Keegan, K. Morgan, and
A. Jones. 2017. âDefinitions, Foundations and Associations of Physical Literacy: A systematic Review.â Sports Medicine 47 (1): 113â126] acknowledging holistic embodied learning. This notion of embodied learning resonates with the play based approach of the Foundation Phase in Wales for children aged 3â7. With early childhood being the optimum age for developing Fundamental Motor skills, the primary purpose of this paper is to describe a programme (SKIP-Cymru) for developing pupilsâ motor skills in the Foundation Phase. Drawing on Successful Kinaesthetic Instruction for Pre-schoolers (SKIP) [Goodway, J. D., and C. F. Branta. 2003.
âInfluence of a Motor Skill Intervention on Fundamental Motor Skill Development of Disadvantaged Preschool Children.â Research Quarterly for Exercise and Sport 74 (1): 36â46] and playful pedagogy [Howard, J., and
K. McInnes. 2010. âThinking Through the Challenge of a Play-based Curriculum, Increasing Playfulness via Co-construction.â In Thinking about play, edited by J. R. Moyles. Berkshire: Open University Press], SKIP-Cymru
combines advocacy with leadership, training and mentoring for staff and parental engagement. Early exploratory data from an initial evaluation suggest SKIP-Cymru is a positive experience for staff and parents which improves pupilsâ motor competence in both locomotor and object control
skills. Limitations of the research design are discussed along with implications for future research
a cross-cultural comparison between Portugal and the United States
Background: Motor competence and health-related fitness are important components for the development and maintenance of a healthy lifestyle in children. This study examined cross-cultural performances on motor competence and health-related fitness between Portuguese and U.S. children.
Methods: Portuguese (n = 508; 10.14 +/- 2.13 years , mean +/- SD) and U.S. (n = 710; 9.48 +/- 1.62 years) children performed tests of cardiorespiratory fitness (Progressive Aerobic Cardiovascular Endurance Run), upper body strength (handgrip), locomotor skill performance (standing long jump), and object projection skill performance (throwing and kicking). Portuguese and U.S. children were divided into 2 age groups (6=9 and 10=13 years) for data analysis purposes. A two=factor one=way analysis of covariance (ANOVA) was conducted with the Progressive Aerobic Cardiovascular Endur ance Run, handgrip, standing long jump scores, kicking, and throwing speed (km/h) as dependent variables.
Results: Results indicated that Portuguese children, irrespective of sex, presented better performances in locomotor and cardiorespiratory performance (standing long jump and Progressive Aerobic Cardiovascular Endurance Run) than U.S. children in both age bands. U.S. children outper formed Portuguese children during throwing and handgrip tests. Kicking tests presented gender differences: Portuguese boys and U.S. girls
outperformed their internationally matched counterparts.
Conclusion: Cultural differences in physical education curricula and sports participation may impact differences in motor competence and fitness development in these countries.4811-99FE-2ECD | Luis Paulo RodriguesN/
Rationale and study protocol for the Movement Oriented Games Based Assessment (MOGBA) cluster randomized controlled trial: A complex movement skill intervention for 8â12 year old children within âMade to Playâ
here is a positive relationship between childrenâs movement competence and physical activity, with a further relationship established between physical activity and childhood obesity. The Movement Oriented Games Based Assessment (MOGBA) is a delivery and assessment intervention designed to improve childrenâs complex movement skills, based on principles of motor development and assessment theories. MOGBA aims to improve childrenâs movement competence, physical fitness and self-perceptions (physical and game) and increase childrenâs moderate-to-vigorous physical activity (MVPA). MOGBA is to be used in the âMade to Playâ initiative, involving 105 sports and activity programs across 21 countries, involving over 25 million children. A multi-site cluster randomized controlled trial will take place across three global sites (UK, Ireland and Australia). Each site will recruit eight primary schools (four experiment, four control) with each school providing two separate classes of children from age ranges 8â12 years (Site n = ~300, total n = 904). After baseline assessments, schools will be randomly allocated to an experimental or wait-list control group. Following two half-day workshops, trained facilitators will deliver the MOGBA intervention for 9 weeks. The main intervention components include delivery of 14 games-based activities with associated assessments of childrenâs movement and differentiation to meet childrenâs needs by manipulating space, effort and relationships. The primary outcome of the trial is to improve childrenâsâ movement competence (The Dragon Challenge), with secondary outcomes of improving childrenâsâ in-activity and leisure-time MVPA (5-day accelerometer), physical fitness (standing long jump and push ups) and self-perceptions (physical and game). Data will be analysed using multilevel modelling approaches. The MOGBA intervention has been designed to improve childrenâs movement competence and scalable interventions based on MOGBA could be applied across programs within the Made to Play initiative, globally. The trial is registered at the Australia New Zealand Clinical Trial Registry (ACTRN12619001320145p, 27 Sep 2019)
Laying the foundations for physical literacy in Wales: the contribution of the Foundation Phase to the development of physical literacy
ABSTRACT
Background: The Foundation Phase in Wales is a play-based curriculum
for pupils aged 3â7 years old. Children learn through more holistic areas
of learning in place of traditional subjects. As such, the subject of
physical education in its traditional form no longer exists for pupils
under the age of 7 in Wales. In light of the role of physical education in
developing physical literacy and in particular the importance of this age
group for laying the foundations of movement for lifelong engagement
in physical activity, the disappearance of physical education from the
curriculum could be deemed to be a concern.
Purpose: The purpose of this study was to explore the Foundation Phase
as a naturalistic intervention and examine its contribution to the
development of physical literacy.
Participants and setting: Participants included year 1 pupils (N = 49) aged
5 and 6 from two schools in contrasting locations. A smaller group within
each class was selected through purposive sampling for the repeated
measures assessments (N = 18).
Research design and methods: A complementarity mixed-method
design combined quantitative and qualitative methods to study the
Foundation Phase as a naturalistic intervention. Quantitative data were
generated with the Test of Gross Motor Development-2 administered to
the sample group of children from both schools as a quasi-repeated
measure, the physical competence subscale of the Pictorial Scale of
Perceived Competence and Social Acceptance and the Leuven
Involvement Scale for Young Children. Qualitative data were generated
throughout the study from the analysis of video and field notes through
participant observation. Data from the mixed methods were analysed
through complementarity to give a rich insight into pupilsâ progress and
experiences in relation to physical literacy.
Results: Overall analysis of the data from TGMD-2 showed significant
improvements in the Gross Motor Quotient and Locomotor skills from
T1 to T3, but no significant improvement in object control. Data from
qualitative methods were analysed to explore processes that may
account for these findings. Video and field notes complement the
quantitative data highlighting that children were developing their
locomotor skills in many aspects of their learning. Observations using the Leuven Involvement Scale indicated that children had high levels of
involvement in their learning and apparent in video and field notes was
pupilsâ motivation for movement. Paired sample t-tests (N = 18)
conducted on the Harter and Pike perceived physical competence sixitem score subscales (T1 and T3) indicated a significant difference in the
mean perceived physical competence scores on the six-item scale
between T1and T3. Qualitative data explored pupilsâ confidence for
movement in many areas of learning.
Conclusion: The combination of quantitative and qualitative data
indicates that the Foundation Phase is an early childhood curriculum
that lays the foundations of physical literacy with the exception of
aspects of the physical competence, specifically object control skills.
Although these skills only contribute to psychomotor aspects of physical
literacy they are strongly associated with later engagement in physical
activity. The development of specific physical skills such as object
control skills may need more specialist input with early childhood
pedagogy teachers trained in motor development to see significant
improvement
Validity and reliability of field-based measures for assessing movement skill competency in lifelong physical activities: a systematic review
Background: It has been suggested that young people should develop competence in a variety of ‘lifelong physical activities’ to ensure that they can be active across the lifespan. Objective: The primary aim of this systematic review is to report the methodological properties, validity, reliability, and test duration of field-based measures that assess movement skill competency in lifelong physical activities. A secondary aim was to clearly define those characteristics unique to lifelong physical activities. Data Sources: A search of four electronic databases (Scopus, SPORTDiscus, ProQuest, and PubMed) was conducted between June 2014 and April 2015 with no date restrictions. Study Selection: Studies addressing the validity and/or reliability of lifelong physical activity tests were reviewed. Included articles were required to assess lifelong physical activities using process-oriented measures, as well as report either one type of validity or reliability. Study Appraisal and Synthesis Methods: Assessment criteria for methodological quality were adapted from a checklist used in a previous review of sport skill outcome assessments. Results: Movement skill assessments for eight different lifelong physical activities (badminton, cycling, dance, golf, racquetball, resistance training, swimming, and tennis) in 17 studies were identified for inclusion. Methodological quality, validity, reliability, and test duration (time to assess a single participant), for each article were assessed. Moderate to excellent reliability results were found in 16 of 17 studies, with 71 % reporting inter-rater reliability and 41 % reporting intra-rater reliability. Only four studies in this review reported test–retest reliability. Ten studies reported validity results; content validity was cited in 41 % of these studies. Construct validity was reported in 24 % of studies, while criterion validity was only reported in 12 % of studies. Limitations: Numerous assessments for lifelong physical activities may exist, yet only assessments for eight lifelong physical activities were included in this review. Generalizability of results may be more applicable if more heterogeneous samples are used in future research. Conclusion: Moderate to excellent levels of inter- and intra-rater reliability were reported in the majority of studies. However, future work should look to establish test–retest reliability. Validity was less commonly reported than reliability, and further types of validity other than content validity need to be established in future research. Specifically, predictive validity of ‘lifelong physical activity’ movement skill competency is needed to support the assertion that such activities provide the foundation for a lifetime of activity
Understanding motor development : infats, children, adolescents, adults
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