Changes In Ability, Confidence, And Motivation Among Children In A Novel School-based Physical Literacy Intervention

Hennessy, Erin; Hatfield, Daniel P.; Chui, Kenneth; Herrick, Stephanie; Odalen, Christine; West, Teri; Pratt, R P; Wright, Catherine

doi:10.1249/01.mss.0000538514.53208.43

Cited by 4 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Hennessey et al (2018) found significant improvements in the PLAYfun domains of running, locomotor, and balance after a 10-week intervention. They also found no observable changes in PLAYself scores, which is consistent with our findings (Hennessy et al, 2018). It should be noted their intervention only focused on improving the children's physical competence of 8 skills in the running, locomotor, and balance domain.…”

Section: Pre Test Averagesupporting

confidence: 88%

“…It should be noted their intervention only focused on improving the children's physical competence of 8 skills in the running, locomotor, and balance domain. These skills are in the same domains that significantly increased in the current study and children in the current cohort scores were on average 5 points higher than those reported by Hennessy et al (2018). This demonstrates that the intervention implemented in the current study could have increased the physical competence of children with CHD to a similar degree as healthy individuals; however, since physical literacy often increases with age (Cairney et al, 2018;Caldwell et al, 2020) it could also because the current cohort's average age (12±2 years) is higher than Hennessy et al (2018) (9±1 years).…”

Section: Pre Test Averagesupporting

confidence: 51%

“…PLAYself displayed no significant changes from pre-to post-intervention. Other studies have also reported an increase in physical competence with no change in PLAYself scores (Hennessy et al, 2018;Kriellaars et al, 2019). Additionally, none of domains within the PLAYself changed post intervention.…”

Section: Pre Test Averagementioning

confidence: 86%

See 2 more Smart Citations

The Effect of a Fundamental Movement Skill Intervention on the Physical Literacy Levels of Children with Congenital Heart Disease – A CHAMPS* Cohort Study: Physical Literacy in Pediatric Congenital Heart Disease

Chapelski

2021

USURJ

View full text Add to dashboard Cite

Preliminary evidence suggests that children with congenital heart disease (CHD) may have low physical literacy (PL). High PL is a determinant of physical activity participation. Therefore, we assessed the effect of a 12-week intervention on the PL of children with CHD. PL was assessed pre- and post-intervention in 14 participants with CHD, aged 9-16 years, using the PLAY tools. The intervention involved six bi-weekly sessions that consisted of a fundamental movement skill practice designed to enhance gross motor function and confidence. PLAYfun assessed physical competence. PLAYself assessed the child’s perception of their PL. PLAYparent was completed by parents to assess their perception of their child’s PL. We found a significant increase in overall physical competence (PLAYfun, p<.001), along with the domains of running (p=.001), locomotor (p=.002), upper body object control (p<.001), and balance (p=.006). No significant changes were found in PLAYself or PLAYparent indicating no changes to their self and parental perceived PL. We demonstrated that a 12-week fundamental movement skill intervention can improve PL in children with CHD. Children with CHD are at an increased risk of sequelae secondary to their reported physical inactivity, PL development may augment physical activity engagement and provide health benefits to this at-risk population.

show abstract

Section: Pre Test Averagesupporting

confidence: 88%

Section: Pre Test Averagesupporting

confidence: 51%

See 1 more Smart Citation

The Effect of a Fundamental Movement Skill Intervention on the Physical Literacy Levels of Children with Congenital Heart Disease – A CHAMPS* Cohort Study: Physical Literacy in Pediatric Congenital Heart Disease

Chapelski

2021

USURJ

View full text Add to dashboard Cite

show abstract

“…Among community sport and SFD programs that intentionally design and deliver programs to address PL, promising and best practices for program development and implementation have not been thoroughly documented or well communicated within the sector (Lyras and Welty Peachy 2011). Useful evidence to guide high-quality program design, delivery, and evaluation is more readily available in the sports medicine and physical education literature (Barnas and Ball 2019;Belanger et al 2016;Durden-Myers et al 2018;Edwards et al 2017;Hennessy et al 2018). A communication gap between researchers and practitioners creates an obstacle to the delivery of evidence-based programming.…”

mentioning

confidence: 99%

Increasing physical literacy in youth: A two-week Sport for Development program for children aged 6-10

Warner¹,

Robinson²,

Heal³

et al. 2020

Prospects

View full text Add to dashboard Cite

Regular physical activity significantly improves health outcomes, yet rates of childhood physical activity remain alarmingly low. Physical literacy has been identified as the foundation for quality physical education, suggesting that sport, education, and public health interventions should seek to increase physical literacy to promote physical activity. A two-week day camp program for children aged 6–10 facing barriers to positive development, was developed and delivered by a Sport for Development facility in Toronto, Canada. Utilizing fundamental movement skills (FMS) as a teaching tool and a pre- and post-assessment, the camp aimed to increase physical literacy and promote engagement in physical activity. Results indicate a significant increase in FMS (t (44) = 4.37, p < .001) as well as improved self-perceptions of physical literacy (t (40) = 14.96, p < .001). The largest FMS increases were found in running and balance and the most significant impacts were among low baseline performers.

show abstract

“…Interventions in schools focused on improving physical competence have yielded improvements after the intervention [30][31][32][33] as well as when compared to usual practice sites [31][32][33]. Interventions in the community setting have also found improvements in physical competence compared to baseline [34][35][36][37] and greater physical competence than children in the control group [35,37].…”

Section: Introductionmentioning

confidence: 99%

Parents, Teachers, and Community: A Team Approach to Developing Physical Competence in Children

et al. 2023

View full text Add to dashboard Cite

Increasing children’s physical activity engagement has short- and long-term health benefits. Developing physical competence is a key component of children’s engagement in physical activity. The purpose of our study was to assess if a 12-week home, school, and community-based physical literacy intervention improved the physical competence of children in kindergarten and grade one. Four schools were either assigned to receive the intervention (n = 2 schools) or continue with their usual practice (control sites) (n = 2 schools). Physical competence was evaluated pre- and post-intervention in 103 intervention (41 female) and 83 usual practice (36 female) children using PLAY Fun. PLAY Parent and PLAY Coach tools measured parent and teacher perspectives of children’s physical competence, respectively. The intervention effect was assessed with repeated measures MANOVA to evaluate change in physical competence, with alpha set at p < 0.05. Children in both groups improved their locomotor, object control, and overall physical competence (p < 0.05) over the 12-week intervention. There was a significant intervention effect for locomotor and overall physical competence (p < 0.05). Interestingly, parents did not perceive these changes in physical competence (p > 0.05). However, teachers perceived improved physical competence for children in the intervention. Our physical literacy intervention improved the physical competence of children in kindergarten and grade one.

show abstract

Changes In Ability, Confidence, And Motivation Among Children In A Novel School-based Physical Literacy Intervention

Cited by 4 publications

References 0 publications

The Effect of a Fundamental Movement Skill Intervention on the Physical Literacy Levels of Children with Congenital Heart Disease – A CHAMPS* Cohort Study: Physical Literacy in Pediatric Congenital Heart Disease

The Effect of a Fundamental Movement Skill Intervention on the Physical Literacy Levels of Children with Congenital Heart Disease – A CHAMPS* Cohort Study: Physical Literacy in Pediatric Congenital Heart Disease

Increasing physical literacy in youth: A two-week Sport for Development program for children aged 6-10

Parents, Teachers, and Community: A Team Approach to Developing Physical Competence in Children

Contact Info

Product

Resources

About