Dr Kristy Howells and Dr Catherine Meehan Walk it, like you talk it Dr Kristy Howells and Dr Catherine Meehan

Introduction Photo credit www.inboundsales.net

Background New Primary Curriculum for England (DfE, 2013) = focus on sustained physical activity within PE and health lifestyles in Personal, Health, Social and Emotional lessons. NHS (2013) guidance 0 – 5 not be inactive for long periods, and need light and energetic activities for 180 mins

Data Collection Quantitative likert scale online questionnaire Data analysed using thematic framework 66 Participants recruited from nurseries and primary schools in SE of England 12 from early years settings including nurseries and pre-schools 54 from primary school settings 6 males 60 females

Overall results 62% felt they were a role model for physical activity and undertook sustained physical activity themselves 41% felt confident in teaching physical activity Majority of participants regularly repeating same activity for young children, due to lack of confidence in what to do and what is sustained physical activity. 50% did not have any resources from local authority or school to help support them develop physical activities for young children

Repetition of same activities Those who repeated the same activities: 60% early years practitioners 45% infant teachers (5 – 7) 45% junior teachers (7 – 11) Most varied physical activities: 15+ years experience Least confident = 10 – 14 years experience

Confidence levels of being a role model 100% male practitioners and teachers = role models and completed sustained physical activity 55% females = role models! Junior teachers most confident = 75% Infant teacher = 65% Early years practitioners = 33% Least confident in being role model = 15+ years experience

Analysis of Results Local data indicates significant numbers did not feel that they themselves were role models and therefore not walking the talk. Lack of physical activity completion due to lack of time, due to family commitments, lack of space for physical activity, or lack of confidence in presenting selves as role models. Gap in supportive resources Photo credit - http://career.iresearchnet.com/career-development/role-models/

Discussion Important to have structured physical activity sessions (Jess and Dewer, 2004) Physical activity sessions place for children to become comfortable with bodies (Wellard, 2012) Key place to grow socially and emotionally (Laker, 2001). Time and place for likes and dislikes to be developed into lifelong participation (Howells, 2016)

How to walk it, like you talk it, 2016? Recommendations and Next Steps National and International Comparison of Confidence and Competence in Physical Activity Development of Tools to Plan and Assess and Measure Physical Activity

Physical Activity – what does it looks like? Playing and exploring Active learning – being active and interactive with others Moving and handling Negotiating space Developing control, confidence, confidence, of own body movements Health choices related to food

Learning through Physical Activity in Early Years (Howells, 2015) Practical Cognitive Social Controlled effort Active games Energetic play Use of beanbags, cones, balls and hoops Stand on one foot Move freely, Climbing Negotiate space, adjust speed, direction, avoid obstacles Catching Draw lines and circles Experiment ways of moving Jumping off objects Increasing control over objects Kicking, Balancing Target throwing Rolling Create moods and talk about feelings Use key vocabulary of movement Use key vocabulary of manipulation Pose challenging questions Follow sensible rules Understand how body feels and express how it feels Know why you get hot. Confidence Collaborative throwing, rolling, fetching, receiving Play with one another Understand boundaries of self and others Match activity to interests.

Planning and Assessing for Opportunistic Physical Activity Consider questions used / phrases – specifically on safely negotiating space. Use of indoor and outdoor space Use of variety of modes of transport Use of small and large equipment in both settings. Photography and description of movement

Charlie moved with confidence along the logs before jumping safely into a space. He told his friend to ‘wait, so you don’t crash.’

Secret life of 4 year olds https://www.youtube.com/watch?v=tdIhpCbPpf8 Comment on one area of movement, what did you see, what would you record? Challenge – how to become more attuned to physical activity?

Planning and Assessing for Structured Physical Activity Providing opportunities for use of small and large movements Use range of ways to move – setting challenges for directions, pathways, speeds.

Structured Physical Activity https://www.youtube.com/watch?v=hnBWA3GRcug In first 12 seconds what is little girl doing – can you describe the movement? What would you assess? What would you plan for next? F

Discussion Questions for You What tools would you need, what would be useful? What would help in developing confidence and competence in delivering and assessing physical activity?

Proposed Hypothesis The 6cs - Control Coordination Confidence Concentration Competence Challenge Proposed hypothesis for Walk the Talk 2016, without the 6cs, sustained Physical Activity can not happen.

Collaboration Opportunities and Questions Keen to find out more? Would you be interested in collaboration and comparison of data within your own setting? Please get in touch kristy.howells@canterbury.ac.uk catherine.meehan@canterbury.ac.uk Are there any questions?