Physical literacy and Comprehensive School Physical Activity Programs

Castelli, Darla M.; Centeio, Erin E.; Beighle, Aaron; Carson, Russell L.; Nicksic, Hildi M.

doi:10.1016/j.ypmed.2014.06.007

Cited by 97 publications

(102 citation statements)

References 46 publications

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“…In turn, this reinforces the notion of the integration of physical, psychological, and social traits and behaviors for healthy development. The physically literate individual is a physically educated person with the ability to use these skills in everyday life and who has the disposition towards purposeful physical activity as an integral part of daily living [19]. Therefore, when addressing longterm behavioral change, the linkage of positive psychological and social development, which is related to an individual's belief in their actual competence, should be valued.…”

Section: Introductionmentioning

confidence: 99%

Motor Competence and its Effect on Positive Developmental Trajectories of Health

et al. 2015

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In 2008, Stodden and colleagues took a unique developmental approach toward addressing the potential role of motor competence in promoting positive or negative trajectories of physical activity, health-related fitness, and weight status. The conceptual model proposed synergistic relationships among physical activity, motor competence, perceived motor competence, health-related physical fitness, and obesity with associations hypothesized to strengthen over time. At the time the model was proposed, limited evidence was available to support or refute the model hypotheses. Over the past 6 years, the number of investigations exploring these relationships has increased significantly. Thus, it is an appropriate time to examine published data that directly or indirectly relate to specific pathways noted in the conceptual model. Evidence indicates that motor competence is positively associated with perceived competence and multiple aspects of health (i.e., physical activity, cardiorespiratory fitness, muscular strength, muscular endurance, and a healthy weight status). However, questions related to the increased strength of associations across time and antecedent/consequent mechanisms remain. An individual's physical and psychological development is a complex and multifaceted process that synergistically evolves across time. Understanding the most salient factors that influence health and well-being and how relationships among these factors change across time is a critical need for future research in this area. This knowledge could aid in addressing the declining levels of physical activity and fitness along with the increasing rates of obesity across childhood and adolescence.

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Section: Introductionmentioning

confidence: 99%

Motor Competence and its Effect on Positive Developmental Trajectories of Health

et al. 2015

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“…For example, the physical education curricula of Australia (ACARA, 2011) and England (Department of Education, 2013) aim to promote lifelong participation in physical activity through the development of physical literacy, with a focus on developing movement competence in children and through the development of self and social awareness, self-regulation and responsible decision making, to foster overall personal well-being. The result being a physically educated person with the ability to use these skills in everyday life and developing a disposition towards purposeful physical activity being an integral part of daily living (Castelli, Centeio, Beighle, Carson, & Nicksic, 2014). However, in the effort to create physically literate children it is important that the concept of movement competency is better understood and defined.…”

Section: Introductionmentioning

confidence: 99%

A holistic measurement model of movement competency in children

Rudd

Butson

Barnett

et al. 2015

Journal of Sports Sciences

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Different countries have different methods for assessing movement competence in children,however it is unclear whether the test batteries that are used measure the same aspects of movement competence. The aim of this paper was to 1) Investigate whether the Test of Gross Motor Development (TGMD-2) and Körperkoordinations Test für Kinder (KTK) measure the same aspects of children's movement competence and 2.) Examine the factorial structure of the TGMD-2 and KTK in a sample of Australian children. A total of 158 children participated (M age = 9.5; SD 2.2). First, confirmatory factor analysis examined the independent factorial structure of the KTK and TGMD-2. Second, it was investigated whether locomotor, object control and body coordination loaded on the latent variable Movement Competency. Confirmatory factor analysis indicated an adequate fit for both the KTK and TGMD-2. An adequate fit was also achieved for the final model. In this model locomotor (r = .86), object control (r = .71) and body coordination (r =.52) loaded on movement competence. Findings support our hypothesis that the TGMD-2 and KTK measure discrete aspects of movement competence. Future researchers and practitioners should consider using a wider range of test batteries to assess movement competence.

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“…The intervention is grounded within a cost-efficient and feasible approach to overall physical literacy promotion in the school context. The interpretation of the physical literacy concept continues to be refined with updated research informed data [3,4,6,11] and contributions to this 'new kid on the block' are set to continue. This evidence-based study set out to highlight how physical literacy is being promoted within a school-based programme for Irish adolescent youth.…”

Section: Resultsmentioning

confidence: 99%

“…In most recent years, the implementation of FMS programmes in sport, exercise and school-based environments has received considerable evidence-based attention [8][9][10][11][12]. FMS as aligned with physical literacy, can be defined as basic observable patterns of behaviour and movement present from childhood to adulthood [13,14].…”

Section: Introductionmentioning

confidence: 99%