1. Physical Literacy Dr. Nalda Wainwright n.wainwright@uwtsd.ac.uk July 2016

2. Workshop aims….. What is physical literacy? Why is physical literacy important? How does the Foundation Phase support the development of physical literacy? How can we support the development of physical literacy?

3. What is Physical Literacy? Physical literacy can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life. Whitehead, M. 2014.

8. Why does Physical Literacy matter?

10. Ayres 2005 p 24 “Higher intellectual functions will develop after the age of 7, and they will develop better if the sensorimotor functions are well developed. The 3 rd – 7 th years are a critical period for sensory integration.”

16. Critical Climbing the Motor Development Mountain Lower Elementary Upper Elementary Secondary Competence in FMS are necessary in order to be able to engage in sports & games. Children must break through the proficiency barrier. Foundations Of PL FMS

17. Mountain of Motor Development Clarke & Metcalfe (2003) FMS Context High Low Skillful FMS are the “base camp” to the mount of motor development that allow. Each child to travel up the mountain on their own path. PL is an individual journey

18. Developmental Mechanisms Influencing Physical Activity Trajectories of Children Stodden, D. F., Goodway, J. D., Lagendorfer, S. A, Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. (2008). Quest,60, 290-306.

19. PA & Motor Competence Movement opportunities in the preschool and early primary school years (3-8 years) influences the ability to develop motor competence. By middle & later childhood if a child is not motor competent he/she will not chose to be physically active. If she/he is not active then their motor competence will get worse. TAKE HOME MESSAGE We need structured physical activity programs for young children that focus on developing fundamental motor skill competence. Motor Competence (MC) Physical Activity (PA) Early Childhood (ECH) Middle & Later Childhood (MCH=Middle Childhood & LCH=Later Childhood)

20. Relationship Between PA, MC & PMC Motor Competence Physical Activity Perceived Motor Competence EC MC & LC EC MC & LC EC MC & LC Early Childhood – children have limited ability to accurately judge PMC. Weak relationship between PA & PMC & MC & PMC. This can be used as an asset to promote motor acquisition in PE. Middle Childhood – Children’s cognitive capacity changes & PMC begins to play a more critical role. PMC & MC more closely approximate each other. By 7 years of age, children with low MC & low PMC are vulnerable and be much less PA. Later Childhood – By LCH the interaction between these factors can strongly push children into a negative spiral of disengagement with low MC influencing PMC & PA negatively. It is hard to change the PA behaviors of these children at this point in time. Perceptions of MC (PMC) become increasingly important

21. Early Childhood Development of FMS Critical It is clear that the development of Motor Competence in the early childhood years is critical as FMS are the building blocks to more advanced movement skills, sports & lifetime PA. Strong research evidence that children who grow up in areas of socioeconomic deprivation are developmentally delayed in their FMS & in need of motor skills programs to promote their motor competence. Gender differences in FMS: Locomotor skills – e.g. run, skip, jump – no differences Object control skills – e.g. catch, throw, kick – boys better than girls

23. What does this mean for the schools? No Physical Education as a traditional subject in the Foundation Phase! What will happen to the development young children’s physical literacy?

24. Research The impact of the Foundation Phase on the development of children’s Physical Literacy’ Dr. Nalda Wainwright, Professor David Kirk, Professor Margaret Whitehead, Associate Professor Andy Williams and Professor Jackie Goodway

26. Findings… The main aim of the Foundation Phase…  Independent motivated active learners. Four key features of the Foundation Phase…if they are not there it is not Foundation Phase..  Play based active learning  Child led learning  Adult led learning  Use of the outdoors

27. Findings…Physical Competence Children had good gross and fine motor skills (GMQ 61 st percentile, BOT 71 st Percentile) Children improved their locomotor skills significantly (p<. 001, Eta squared.75) …but not object control skills. Children had high levels of perceived physical competence (mean score 3.34 at T3. T1 – T3 p=.016 ) Children were accurate even at age 6 in the judgment of their physical competence. (Spearman correlation r s =.56, p=.014).

28. Findings Motivation and engagement in learning.. Pupils were motivated to move in a variety of contexts during all aspects of their learning and they were highly engaged in their learning. (Mean Leuven score 3.7) In particular in choice activities and those that they perceived as play. (p=.021)

29. Independence and Well-being Pupils were confident to move in a variety of contexts during all aspects of their learning; Pupils were highly independent in their learning they were confident and enthusiastic and able to make judgments about their own learning and achievements.

30. Active Learning The greatest number of observations was in the 75%- 100% of children active category.

31. The amount of time using the outdoors was consistent over the time of the study, 53.3% of outdoor sessions between T1 and T2, 46.7% of outdoor sessions between T2 and T3. Analysis of pupil video tours showed that children filmed outside for 18 tours out of 47 in total, 38.3%, indicating that the outdoors was an integral part of their experiences in school.

32. The Foundation Phase develops children’s physical literacy! But also……..we found …..

33. The foundation Phase is an inclusive learning environment for pupils with a range of needs. Autonomy in the learning environment ensured inclusion of ALL pupils And there is more……

34. There is a positive relationship between pupils’ physical competence and pupils’ intellectual development There was a significant correlation between motor competence scores and mental age scores (BOTSS p=.001, GMQ p=.008)

35. The majority of pupils had a reading age and a spelling age above their chronological age Analysis of reading tests showed significant improvement between T2 and T3 The majority of pupils had high levels of achievement in maths scores. PASS scores show very high scores for self- worth and confidence, preparedness for learning and for response to learning.

36. Key message… If you do the Foundation Phase well….children will be independent motivated active learners. They will progress well in the development of locomotor but NOT object control skills They will all feel included They will be literate and numerate

37. Actions…..what next ? We need to have specific training to ensure that children develop their object control skills as well as their locomotor skills. A programme of professional development for foundation phase staff!

38. SKIPING TOWARD AN ACTIVE START: PROMOTING PHYSICAL LITERACY IN THE EARLY YEARS Dr. Nalda Wainwright Wales Institute for Physical Literacy University of Wales Trinity Saint David Dr. Jacqueline D. Goodway Crane Center for Early Childhood Research & Policy The Ohio State University SKIP Cymru

39. SKIP Program Successful Kinesthetic Instruction for Preschoolers SKIP is an evidenced-based FMS program designed for the early childhood (4-8) years. Developed and based upon 20 years of research Goals are: Promote FMS competence Improve individual perceptions of motor competence Engage in and increase MVPA (structured & unstructured) Knowledge of the body & body’s response to PA Knowledge of the importance of PA to a healthy body & lifestyle

40. How Do FMS Develop? Developmental sequences – predictable sequence of movement patterns in learning a skill. Children don’t just “magically” learn how to perform motor skills with competence Stages for 5 locomotor skills: run, jump, gallop, skip, hop Stages for 4 of 6 Object Control (OC) Skills you will teach: catch, throw, kick, strike (2 handed like in baseball) 2 other OC skills have critical elements 60% chart shows where the average child ought to be with each skill for their age and gender (above is advanced and below is delayed)

41. SKIP training 10 schools in the region Over 200 pupils in an experimental design Trained 81 teachers 2 flying start staff, 4 healthy schools officers, 51 AYP officers in the region.

42. Amanda John MA Diss

43. How does SKIP work? Lets have a go….. Developmental stages of throwing..

44. Thank you Nalda Wainwright PhD Director: Wales Institute for Physical Literacy Program Director: MA Physical Education School of Sport Health and Outdoor Education, UWTSD. n.wainwright@uwtsd.ac.uk