A real thirst?

It's not all about healthy eating – what about healthy drinking? Dr Kristy Howells and Dr Jackie Musgrave explain how to ensure young children are achieving good hydratio

Teachers’ perceptions and understanding of children’s fluid intake

No public health data exists on elementary teachers’ perceptions of both their own fluid intake and of their elementary school aged children’s fluid intake. A total of 271 (20 males, 251 females) teachers in developed areas of Australia, Belgium, England, Ireland, United Arab Emirates, and the United States of America completed an online questionnaire (Feb–Mar 2019) on: (i) their fluid intake, (ii) their perception and understanding of children’s fluid intake and (iii) barriers in the school day that they felt prevented school children consuming fluids. Overall, the data indicated that teachers consume considerably lower amounts than recommended themselves, but have a good awareness of children’s fluid intake and estimate children drink approximately half (1 litre (34% n = 93)) of what is recommended per day. The results were also similar to those reported by children previously. Yet, the data highlighted a lack of active encouragement of drinking water throughout the school day by teachers, with only 11% (n = 29) suggesting they actively encourage children to drink and 45% (n = 123) reporting no active encouragement at all. It is recommended as a public health measure that all school children consume an extra cup of water during lunch times in those schools where water intake was recognized as sub optimal. Furthermore, depending on weather conditions, a cup of water before, during and after Physical Education lessons should be encouraged by teachers. Water coolers or bottles may be used as a supplementary resource, provided that hygiene is maintained. From an educational perspective, more professional development needs to be provided to teachers on the importance of regular water consumption, and more time dedicated across the elementary curriculum to educational understanding of fluid consumption

Wheels Up: Spiral progression pedagogy towards creative movers using wheels

This study explored a trailblazing creative means for Physical Education (PE) preservice teachers (PSTs) to explore movement: agility, balance and coordination by embodying a reflective approach to a series of practical challenges. A novel balance-on-wheels learning and teaching spiral progression was created for this bespoke intent. The study operationalised the reflective cycle dimension by Kolb (1984) to theoretically underpin and pragmatically structure the experiential embodied learning sequence. Teacher educators implemented a series of connecting experiences using balance bikes, bicycles and tricycles, scooters, mountain and BMX bikes and made sense of these using the Kolb cycle as a pedagogical guide. In so doing, the sequencing created opportunity for the group to collectively gain competence and confidence on wheels through the creative progressions. This collective transformative experience enabled the creation of an elementary school accessible progression spiral practice document to be applied within school placement as well as into upcoming early career teaching roles. Following the connecting experiences, PSTs were invited to share insights and ideas onto a class online interactive padlet. This was collated to depict the concomitant school-ready wheels progression spiral as well as a school checklist to consider accessible wheels experiences using affordances creatively

Student experiences of learning how to teach primary physical education during the Covid-19 pandemic

This paper offers a snapshot into the unexpected and yet positive results of a small-scale survey about learning to teach Physical Education within initial teacher education and school-based settings. It shares data from four institutions about how pre-service teachers explained their learning and teaching experiences within Physical Education during the COVID-19 pandemic, often working within a number of social and physical restrictions and teaching within enforced bubbles

Physical activity recommendations for early childhood: an international analysis of ten different countries’ current national physical activity policies and practices for those under the age of 5

During the last two decades there have been growing interests on recommendations for children’s physical activity. The World Health Organization (WHO) launched the first global international recommendations for children in 2010, focusing on children and youth aged 5-17 year olds. The recommendations were based on the dose-response relationship between the frequency, duration, intensity, type and amount of physical activity needed for prevention of non-communicable diseases. There remains however, at time of writing, (2019) a gap in the recommendations, as the WHO did not offer global recommendations for those children under the age of 5 (early years). An international policy and practice analysis, (not previously undertaken), of ten sample countries, was completed of current national physical activity practices. Also an international comparison of early years’ education settings were examined, specifically for those under the age of 5, to investigate current curricula, as well as the qualifications, knowledge and understanding of those supporting children’s learning in different cultural contexts. The sample of ten countries (Belgium, China, Denmark, Finland, Germany, Ireland, Italy, Norway, United Kingdom and United States of America) questioned whether the global daily physical activity recommendations (WHO, 2010) are costumed and used for to the early years’ age group on a national level or if they need to be adjusted. The analysis revealed that eight countries have developed their own national recommendations for children below the age of 5, while only two countries do not have any early years’ specific physical activity recommendations. National authorities seem to be the most common executive sources behind the recommendations. The content of physical activity for children under the age of 5, mostly included the total amount and intensity of physical activity. The total daily amount of physical activity in these ten countries varies between 60 minutes moderate to vigorous intensity physical activity up to 180 min total light to moderate intensity physical activity and for some countries the daily recommendations are only from age 1 year, not between birth and 1 year, this age range remains unsupported. The conclusions from the analysis of national recommendations, underlined the need to see the global recommendations be developed for the younger age group, to support all countries. It is proposed a need for universally new recommendations to go beyond just physical activity intensity levels and to consider how young children’s development can be supported in a versatile way by physically active play. Also age specific recommendations are offered for appropriate and purposeful physical activity to support early years and school aged children’s overall development. The findings also suggest educational recommendations for staff members of early childhood education and care settings to know appropriate and age specific recommendations to ensure they are able to support young children to reach the national and global recommendations. Research recommendations are also proposed