Search

Background: Although physical literacy is explicitly defined and integrated into Canadian provincial physical education curricula, limited empirical evidence substantiates the development of physical literacy in elementary physical education. Despite physical education curricular expectations, developing and assessing physical literacy in students may be difficult for teachers with little to no background in physical literacy or physical education. Purpose: The primary purpose was to explore the effect of a curricularly linked physical literacy enriched intervention in elementary school physical education. A secondary purpose involved an examination of the intervention's effects on sex differences. Design: A quasi-experimental controlled intervention trial with a matched comparison group was used to determine the impact of a curricular-based physical literacy enriched physical education intervention on students' development of physical literacy. Teachers (n = 6) and students (n = 131) from four Saskatchewan elementary schools participated in either a PLitPE (experimental) condition or a usual practice (control) condition. The PLitPE intervention was created using learning principles consistent with physical literacy and Self-Determination Theory. PLitPE instructional elements were developed with input from thirteen teachers who were members of the local school division's physical education professional learning community. An embedded professional development model was used where a mentor teacher was present to facilitate and support the implementation of the PLitPE intervention. The Physical Literacy Assessment for Youth tools were used to assess motor competence (PLAYfun), student self-description (PLAYself), and movement participation (PLAYinventory). Each domain of physical literacy (physical competence, psychological, and behavioural) was evaluated using these tools. Results: Significant differences, favouring PLitPE over control, were observed for average motor competence (M = 49.4, M = 40.0, p < 0.001, PLAYfun), movement vocabulary (M = 10.3, M = 7.5, p < 0.001, PLAYfun), environmental participation (M = 423.9, M = 390.1, p < 0.05, PLAYself), and a reduction of sex differences on average motor competence and movement vocabulary. Statistically significant relationships with low to fair correlations between PLAYfun and PLAYself variables existed. Conclusions: This study provides empirical evidence supporting physical literacy enriched physical education. PLitPE developed the psychological domain (affective and cognitive) and significantly improved physical competence, however, the intervention did not manifest in improved behaviour. Concerning sex differences, the intervention yielded an equal and substantive improvement in both males and females in the intervention group. Future studies should consider the addition of reflective approaches, as well as the construction of positive challenges for children.

Purpose: Movement integration (MI) is a method to increase physical activity with numerous learning outcomes. However, MI implementation is low. The purpose of this study was to investigate the effects of a job-embedded professional development intervention on teachers' MI barriers. An implementation science approach was used. Methods: The intervention was developed and delivered through six procedures. Mixed-methods data were used to develop the intervention and assess outcomes. The intervention was delivered over 3 weeks to 12 participants. Results: Reported barriers included time constraints, lack of space, fear of losing control, and limited confidence and competence. Results indicated a significant increase in teachers' self-reported MI use from pre- to postimplementation (Z = -2.138, p = 0.0165, r = 0.6), improved confidence (p = 0.048), and a strong positive correlation ([tau][subscript b] = 0.627, p = 0.018) between confidence and competence. Conclusion: Job-embedded professional development may be an effective strategy to support teachers in overcoming barriers to MI.

The focus of this article is understanding the perceptions that Canadian Indigenous teachers and students have on a novel physical activity teaching method that is utilised in the classroom. We explore the role that physical activity plays in the healthy growth and development of children, with special attention to Indigenous children. Through participatory action research and qualitative methods, Indigenous teachers and students share their thoughts on physical activity in the classroom and the barriers and facilitators that exist to implementing classroom physical activity. This work is discussed in the context of the recent Truth and Reconciliation Commission of Canada and provides the reader with tangible suggestions for movement integration in the classroom.

Children with autism engage in active play in different ways than children who are neurotypical, but their active play behaviors are not well understood. Research with twins and triplets with autism offers a unique opportunity to gain a clear picture of the play behaviors of children with autism because twins and triplets share many similarities (age, access to toys, etc.). Through semistructured interviews, this descriptive phenomenological study aimed to describe the active play behaviors of 19 twins and triplets with autism from the perspective of their parents (N = 9). The interviews revealed two main themes: (a) parents' descriptions of active play and (b) parents' descriptions of social play. The results reveal the diverse active and social play behaviors of twins and triplets with autism; parents described their children's play behavior when engaging in sensory, indoor, outdoor, and organized play. These results suggest that children with autism may be meeting the definition of active play in nontraditional ways. [ABSTRACT FROM AUTHOR]

Background: Urban Aboriginal youth are a rapidly growing segment of the Canadian population that unfortunately bears a disproportionate level of illness. One way to improve the health of urban Aboriginal youth is to increase their physical activity. It is important to understand what this group's beliefs and behaviors are on physical activity so that programs that meet their needs can be developed. Methods: This ethnographic study engaged 15 urban Aboriginal youth to understand what their physical activity beliefs and behaviors were. Results: Results revealed 4 themes: "group physical activity preference," "focus on the family," "traditional physical activity," and "location of residence as a barrier." These themes illustrated that urban Aboriginal youth have a preference for group physical activity and enjoy traditional Aboriginal forms of activity. Results also showed that the family plays a critical role in their physical activity patterns. Lastly, participants in this study believed that their location of residence was a barrier to physical activity. Conclusion: Community leaders need to be sensitive to the barriers that this cultural group faces and build on the strengths that are present among this group when developing physical activity programming. [ABSTRACT FROM AUTHOR]