1. Creating a Quality Physical Literacy Experience
OASPHE Conference 2016
Connecting Physical Literacy
and Teaching Games for Understanding
Presenters: Lara Paterson and Dave Inglis

2. PL Workshop Objectives
Have a better understanding of what physical literacy is.
Identify the components of physical literacy.
Understand what a QPLE is and how to create it.
Be introduced to various tools, resources and methods that can assist with developing physical literacy in your programs.
Be more confident in presenting and leading activities to develop PL
Review the objectives for the group providing context for each one rather than just reading the line – ex., for Define Physical Literacy – “it is important that people understand what physical literacy is so it will be defined” or “ I will provide you examples of the role physical literacy plays in health”

3. Movement Vocabulary Creativity Participation Physical Literacy
Diversity Environments (Physical and Social)
Comprehension Confidence Motivation
Awareness Selection Sequencing Modification
Activity
Participation
Fitness
FMS
Free Play +
Creativity
Motor Competence
Error
Reduction
Motor control errors
Selection error
Bilateral asymmetry
The most important slide! Take time to walk through this and show that PL is more than just developing Fundamental Movement Skills – building a Movement Vocabulary and better Motor competence can lead to increased confidence in a participant
It is also important that one has awareness while moving, they can select the appropriate skill/movement at the right time, sequence those skills/movements together and modify if required.
It also involves different environments, developing proficiency, comprehension and awareness……
PL and Fitness together produces durability!
Physicalliteracy.ca
Durability

4. Quality Physical Literacy Experience
The core of physical literacy is the development of movement competence in a wide variety of movements, so as to increase movement vocabulary.
If one develops a diverse movement repertoire, then this opens the door to participate in activity, which then allows for development of good physical and mental health.
A QPLE is more than just teaching movement form.
Research shows if people have a positive experience in sport and recreation as a child, they are more likely to stay active for life.
This slide is self explanatory and all of the required info is on the slide.

5. Factors involved in delivering or creating a QPLE
After the Practical session return to the classroom and take the time to reinforce what you demonstrated through activity by reviewing the following 20 slides.

6. Movement Vocabulary
Movement vocabulary is the total number of movements that a person is competent in.
The term, movement repertoire, is identical in meaning to movement vocabulary.
Fundamental movement skills would represent a small proportion of the repertoire of movements that a person possesses, but arguably essential for life.
To participate in any physical activity, movement vocabulary is required.
Movement vocabulary is the gateway to physical activity, since the absence of the requisite skills prevent participation.
We want all children to possess a large number of movement skills, and certainly be competent in the basic land based fundamental movement skills. What are movement skills essential for life? Walking on ice and through snow is essential in Winnipeg, if you don’t possess it you wont go outside! Or worse yet you may get injured. Is swimming a critical one for your area, it certainly would be if your work required you to swim.

7. “Accuracy first – speed second”
Learning at Speed
People learn best when the movement speed is reduced or the skill is broken down to its component parts.
Have the participants execute movement at slower speeds, then progress the speed as execution errors reduce over repetitions.
Of course, when you increase speed, accuracy will reduce (errors increase), so you need to give them time (reps) to adjust to each new speed.
“Accuracy first – speed second”
We teach movement at slow speed and then progress in speed and other complexities (different surfaces, with collisions etc . Failure to progress the movement speed to real life speed is also a problem. In many circumstances we try to have the person execute at high speed and expect them to learn, it is very difficult to learn movement skills at high speed.

8. Peer Pressure Peer pressure should be controlled.
Having a single line up with children waiting and watching each other execute skills is generally not conducive for children to learn. This creates a situation of social inhibition of movement.
Create shorter lines (or no lines) so that many are moving at once – this creates anonymity. This also creates more repetitions.
Create multiple stations so that “observers” are minimized.
Ultimately, performance of movements in front of others needs to be progressed (the audience effect), but initially it can be counter-productive for learning.
If you create a long line on a movement ladder, the person leading will feel the people looking from behind. This is a undesirable situation to learn.

9. Time Pressure
When running activities it is important to control time pressure so that the participant does not “feel” rushed.
If time pressure is present (apparent or perceived) then the ability to learn a new skill is minimized.
Examples:
If children are lined up to use a piece of equipment, it is important that the person executing in the equipment doesn’t feel as if they need to vacate the space for the next person – especially during learning.
Leaders should set up enough time for all participants to perform multiple repetitions of the skill without time pressure during the initial movement skill acquisition phase (20 to 100 repetitions).
Using a movement ladder as an example we often show this scenario by having a faster person perform the task from behind the slower person (this is undesirable at first). When the faster person approaches the slower person, the person in front will often bail. So we can use a ladder with pylons to keep spacing between the participants. Certainly as the competence level increases the need to create time pressure to further progress the person is desirable, and more like real life – running though a crowd to catch a bus.
AIn fact using an expert to demo the skill can actually socially inhibit people. Having a person demo the basic features of the movement can and is helpful. BUT not a full speed.
dd picture of ladder with pylon beside.

10. Inclusion and selection
Setting up stations that children rotate among can be a useful technique for a variety of reasons.
One is that if children have the option to select the starting station (within limits), then this indicates an inclusive approach – choice.
This initial choice can instill motivation to participate. Further by allowing choice, this creates ownership in the circumstance, which further instills commitment.
Having a variety of activities gives each person a chance to have activity they enjoy and are challenged at their level.
Creating a situation where each person can be challenged at their level is critical! It takes time to design a circumstance, where each person can have a challenge especially when a group has various levels of competence.
This slide is Self Explanatory

11. Small sided games with purpose
There are many excellent games online and on DVDs.
Most of the games have been designed for fun, for increasing activity, and increasing social cohesion (cooperation), etc.
Many of these games can be physical literacy enriched by changing the environment or facilitating elements of physical literacy – like comprehension of terms, or execution of skills bilaterally.
There are many ways of enriching games so they achieve many purposes without taking away the fun.
Also by having simultaneous small sided games one can achieve a large number of repetitions for all. As well as provide a challenging circumstance for most of the participants.

12. Equipment
Many fundamental movement skills can be acquired without with out any specialized equipment.
For example, throw and catch practice stations can be created with any ball or bean bag.
One can use bins or hula hoops as targets.
Many lower limb movements can be cued with floor tape or by using existing lines.
The focus should be on achieving repetitions of movement where the participant is aware of whether they are successful in execution – knowledge of results.
Often we over equip the participants in situations where they need to learn the basic movement patterns. Look at the list of fundamental movement skills, very few need any equipment and most equipment is an object to kick or catch or throw. $ are NOT the barrier to creating physically literate people. List below …
Run a square No Equipment excepts marks to show the square.
Run there and back No Equipment excepts marks to show the start & end.
Run, jump, land on 2 feet No Equipment excepts marks to show the line to land.
Crossovers No Equipment
Skip No Equipment
Gallop No Equipment
Hop No Equipment
Jump No Equipment
Overhand throw basic ball
Strike with stick stick and ball
One-handed catch basic ball
Hand dribble stationary & moving forward – bouncy ball
Kick ball – any med size ball
Foot dribble moving forward – any med size ball
Balance walk forward No Equipment
Balance walk backward No Equipment