Investigating physical literacy components in primary school children

Introduction: The physical literacy concept can serve as a guide to transform the focus on existing messages around physical activity participation. Although each individual component of physical literacy has been found to have a unique contribution to physical activity, understanding the connectivity between the components to support the development of physically literate children is needed. Novel analysis of components would allow for differentiation of children’s physical literacy measurement and intervention. Method: The Moving Well-Being Well project assessed 2,148 Irish primary school children’s (5-12 years) physical literacy, with five core research measurements namely: i) Fundamental movement skill; ii) Physical activity motivation quality; iii) Perceived movement skill competence, iv) Physical self-efficacy and v) Physical activity levels. With subsequent development and evaluation of an empirically driven intervention seeking to positively impact children’s physical literacy levels. Results: Findings identified: i) Gender differences in regard to fundamental movement skills’ relationship with different qualities of motivation; ii) Fundamental movement skills and perceived movement skill competency mediate the physical self-efficacy – physical activity relationship; and, iii) Four physical literacy-based profiles with significantly different physical activity levels. Findings allowed for the development and implementation of an exploratory trial to increase physical literacy components. Results from the intervention highlight using physical literacy as a theoretical framework is significant for developing children’s fundamental movement skills and physical self-efficacy Theoretical Contribution: The thesis supports the concept of physical literacy with empirical evidence that the components have a relationship that form children’s physical activity. Moreover, the theoretical and practical contribution of differentiating children’s physical literacy can guide future person-centred interventions. Conclusion: Overall, this thesis highlights the importance of understanding how the components are connecting to develop a physically literate individual. Further longitudinal studies are needed to assess the impact of the Moving Well-Being Well intervention on behaviour change in regards to the physical literacy concept

Moving well-being well: evidence and background to the development of the MWBW physical literacy intervention for children

Operationalising physical literacy and generating meaningful, measurable empirical research will determine what physical literacy is and how it works. Recent research suggests that Irish adolescents are not displaying the attributes of physical literacy that would see them adopt and understand to value and take responsibility for engagement in physical activities for life (Belton et al, 2014). The purpose of this study was to develop from previous work by assessing the current level of physical literacy in Irish primary school children (5-13 years), with an intervention established following data collection and analysis. Cross-sectional data on Whiteheadian physical literacy constructs (Whitehead, 2010), physical activity levels (using self and proxy reports, and accelerometers), anthropometric characteristics, perception of body figure, well-being, and fundamental movement skill proficiency of 2098 children (53% male, 9.17 ± 2.04 years) were collected. Findings indicate that the majority of children (77.5%) did not achieve the fundamental movement skill proficiency expected for their age. Children above population average on self-efficacy and intrinsic motivation scales scored significantly higher on (p < 0.01) the gross motor quotient (GMQ; Ulrich, 2000) than those who fell below the population average. Regardless of their GMQ, children had a poor knowledge and understanding of why it is important to value and take responsibility for engagement in physical activities for life. In contrast to previous studies the intervention will not predominantly target low levels of physical activity as a primary outcome but will focus on affecting the constructs of physical literacy. Empirical research is one method of gaining a greater understanding of the concept of physical literacy and examining it helps to identify how a concept can be operationalised. Thus, when this intervention created the research team wanted an empirically supported intervention, yet a subtlety in maintaining the philosophical assumptions of physical literacy. Therefore, the majority of the intervention will follow a structure related with Epstein’s (1989) and Ames’ (1992) TARGET structures, with particular focus on the teachers’ efficacy

Moving well, being well: an intervention aimed at increasing fundamental movement skills in Irish primary school children, while also increasing teacher confidence in delivering physical activity based lessons.

Physical Activity (PA) has long been positively linked with health benefits. Recent research shows that 67% of adolescents are not getting the recommended one hour of moderate to vigorous activity (MVPA) per day. In addition, 99.5% of the same sample did not achieve the level of Fundamental Movement Skill (FMS) proficiency expected of their age. In young children FMS proficiency is hypothesised to correlate with increased PA in later life, and these skills are best developed throughout the early school going years. To address these alarming statistics, phase one of the Moving Well-Being Well project has assessed a nationwide sample (n=2148) of primary school children (5-13 years) in Ireland. The range of assessments covered all aspects of the currently accepted physical literacy model: competence, motivation, confidence, and knowledge and understanding. The results show that 77.5% of primary school children were classed as ‘very poor’ or ‘below average’ in FMS proficiency (n=2098, Male 53%). The findings also show significantly higher (p<0.001) FMS proficiency for children who achieve high levels of MVPA, over those who are less active. Confidence and motivation both saw significant increases (p<0.05) for those categorised as highly active, compared to those in the low activity group. There was significant difference between these groups for knowledge and understanding, and 54.8% did not know the minimum recommended MVPA guidelines. These findings have been used to develop the intervention aiming at addressing these deficiencies. The intervention targets increasing teacher confidence in delivering FMS programmes through an innovative school’s in-service training program

Exploring components of physical literacy in Irish children

Aim: To investigate the relationship between Self-Determination Theory’s motivational regulations and fundament movement skills (FMS) in primary school children. Quality of physical activity (PA) motivation has been found to be an important correlate and a potential determinant of PA. However, there are few that have investigated the quality of PA motivation’s relationship with determinants and correlates of PA, such as fundamental movement skills (FMS). There is an increasing recognition of the relationship between FMS and PA in childhood, with studies beginning to show a causal relationship. Thus, this study investigates the relationship between children’s quality of PA motivation and their FMS proficiency. The motivation and FMS of 865 children (47.7% female, 10.9 ± 1.16 years) was collected. The TGMD-3 (Ulrich, 2017) was implemented to evaluate FMS. Meanwhile, quality of motivation was measured using the BREQ which was adapted for children (Sebire et al., 2013). A hierarchical multiple regression was conducted to assess the capacity of four measures (intrinsic motivation, identified, introjected and external regulations) on FMS proficiency, with separate male and female analysis. The four measures explained 8.9% of the variance in FMS for males (R2 = .089, p < .001) and 5.5% for females (R2 = .055, p < .001). For males, three measures were statistically significant (p < .05): identified (β = .21), external (β = -.14), and introjected (β = .13) regulation. Meanwhile, for females only external regulation (β = -.21) made a significant contribution to FMS. The results of the current research are congruent with previous SDT research, demonstrating how motivation quality influences FMS proficiency. It is no surprise that FMS proficiency and intrinsic motivation do not have a significant relationship; perhaps developing FMS proficiency requires individuals to place value on the skills and to recognise the importance of FMS in terms of facilitating their participation and success in PA. This study provides evidence for the need to promote autonomous motivation and prevent controlling motivation when designing, testing and implementing FMS interventions

Getting Ireland’s Children Moving: Examining fundamental movement skills in Irish school children as a key component for physical literacy.

Recent reports from the World Health Organisation predict Ireland to be ‘the most obese nation in Europe by 2030”. In addition to this stark warning, recent research findings suggest that the country’s adolescents are falling short of physical literacy. With physical literacy being recognised as a key driver in lifelong physical activity participation, phase one of the Moving Well-Being Well study has assessed primary school children (5-13 years) in all aspects of the currently accepted physical literacy model. Areas of assessment included; fundamental movement skills (FMS) proficiency, perceived motor skill competence, motivation and confidence measures, health related fitness measures, body image, wellbeing and physical activity participation. FMS proficiency has been associated with beneficial health outcomes, and is most successfully developed during early school years, and as such is a central component of this study. Data was collected nationwide (n=2098, male 53%), and findings show that 77.5% of children scored between ‘very poor’ and ‘below average’ in FMS proficiency. There was no difference between children attending urban and rural schools, but notably, when socioeconomic status is taken into account, the schools in middle and upper-class neighbourhoods scored significantly higher (p<0.001) than those in the so called disadvantaged areas. The results also show significantly higher (p<0.001) FMS proficiency for children who achieve high levels of moderate to vigorous activity (MVPA), over those who are less active. Findings suggest that Irish primary school children fail to exhibit age-appropriate FMS proficiency. This low level of motor skills proficiency can have direct negative implications for future participation in physical activity. These findings are being used to create the structure of the Moving Well-Being Well intervention aiming at addressing these deficiencies

The differential impact of screen time on children’s wellbeing

Increased screen time has been found to be associated with a number of negative health and wellbeing indicators in youth populations. An increasing number of studies have investigated the association between screen time and wellbeing in adolescents, but evidence in younger children is still emerging. This 2017 study explored the effect of leisure screen time and gender on dimensions of wellbeing (measured using KIDSCREEN-27) in a national sample of 897 Irish primary school children aged 8–12 years. Participants had a mean age of 10.9 ± 1.16 years and were 47.7% female. Just over 30% of the sample accumulated 2 h or more of leisure screen time daily. Results show that there was no significant interaction between screen time category (<2 h/2 h + daily) and gender on overall wellbeing, while controlling for BMI. Children who self-reported <2 h of leisure screen time scored significantly higher on four dimensions of wellbeing: physical, parental, peers, and school, but not psychological. This study supports the growing evidence of the impact that leisure screen time has on health. Further longitudinal research investigating the impact of sub-categories of leisure screen time behaviour on wellbeing is warranted

Do our movement skills impact our cognitive skills? Exploring the relationship between cognitive function and fundamental movement skills in primary school children

Objectives: Theliteraturesuggeststhatthereisarelationshipbetweenmotorfunctionandcognitivedevelopment however, few studies have explored the specific role of Functional Movement Skills on cognitive function. This research aimed to determine if Functional Movement Skills predict cognitive function, when accounting for confounding factors, in a sample of primary school children in Ireland. Design: Cross-sectional. Methods: Sixtyprimaryschoolchildren(51.7%girls,agerange7–12years,meanage9.9±1.28)wereassessedin their Functional Movement Skill proficiency using the Test of Gross Motor Development—3rd Edition and a subtest of the Bruininks–OseretskyTestof MotorProficiency2ShortForm(toassessbalance).Participantsalsocompleted a series of cognitive tests which formed part of the Cambridge Neuropsychological Test Automated Battery. Results: A series of hierarchical regression analyses were conducted whilst controlling for covariates (Age; Gender; Socio EconomicStatus). Attention Switching,Reaction Time, and EmotionalRecognitionwerefoundtobeassociated with Overall Functional Movement Skills (Locomotor, Object Control, Stability). Overall Functional Movement Skills significantly accounted for 4.7 % of the variance in Simple Reaction Time (ΔR2 = 0.032; p = 0.13) whilst Stability significantly accounted for 5.5 % (ΔR2 = 0.055; p = 0.04) and 12.9 % (ΔR2 = 0.129; p = 0.00) of the variance in Simple Reaction Time and Emotional Recognition, respectively, after controlling for covariates. Conclusions: Overall Functional Movement Skills may be more related to reaction time than attention and spatial working memory, whilst stability may be more associated with emotional recognition. Further research is warranted. Greater comprehension of the impact of Functional Movement Skills on cognitive function in children can contribute to the development of more effective and efficient physical activity programmes, which can in turn contribute to and promote holistic child development