Mod 2: Theoretical Perspectives of Physical Literacy in Children

Question 1

what is physical literacy:

Answer 1

Physical literacy: Ability and motivation to capitalize our motion potential to make contribution to quality of life, move with confidence in wide range of physically challenging situations

• ‘Reading’ all aspects of the physical environment, anticipating movement needs or possibilities, and responding appropriately to these with intelligence and imagination

Question 2

what are the characteristics of physically literate individuals

Answer 2

• Well-established sense of self: Understands their body’s role in the world and can express it confidently.
• Self-expression: Able to interact empathetically and perceptively with others through non-verbal communication.
• Movement awareness: Identifies and articulates what makes movement effective and performs with skill.
• Embodied health: Understands the importance of exercise, sleep, and nutrition for overall health.
• Motivation and understanding: Continuously develops the ability to analyze, communicate, and apply different forms of movement.
• Movement variety: Confidently and competently demonstrates a wide range of movements creatively and strategically in physical activity.
• Healthy, active choices: Makes decisions that are healthy, beneficial, and respectful to others and the environment.

Question 3

What are different physical literacy (PL) environments and their importance?

Answer 3

• On the grounds:
  
  • Any solid surface where children practice movement skills (e.g., running, jumping).
• Off the grounds:
  
  • Maintaining awareness of body positioning in the air and when off the ground (e.g., balance or acrobatics).
  • Can be difficult and requires practice to master.
• Aquatic environments:
  
  • Physical activity in pools, lakes, rivers, and oceans.
  • Learning to swim can save lives and builds comfort in water.
  • Every child should learn to swim and move confidently without fear in the water.

Question 4

what are 2 motor learning limitations?

Answer 4

Difficulty of task
Skill of learner

Question 5

What are effective approaches to teaching physical literacy (PL)?

Answer 5

• Teacher Knowledge:
  
  • Possesses solid content knowledge (knows what to teach).
  • Has competency in psychomotor methodology (knows how to teach).
• Teaching Approach:
  • Start teaching physical literacy in preschool.
  • Focus on individual progress and qualitative performance.
  • Connect physical skills to play opportunities and activities outside of class.
  • Relate fundamental movement skills to participation in valued sports and activities.
  • Weave physical skill development into daily school life.
  • Consider social and psychological aspects when planning PA lessons for children.

Question 6

What are the critiques of Whitehead’s (2005) definition of physical literacy, and how has it evolved?

Answer 6

• Initial Critique:
  
  • Whitehead’s original definition didn’t consider the social and cultural contexts of movement.
  • It failed to recognize how gender, class, and race influence how movement is learned and used.
  • Some movements have specific cultural and social relevance (e.g., hockey’s cost makes it more accessible to higher socioeconomic groups).
• Psychosocial Factors:
  
  • Confidence: Lack of confidence can affect participation in physical activities.
  • Gender: Different expectations for boys and girls in physical activities (e.g., boys dominate play, girls are socialized to take up less space).
• Teacher’s Role:
  
  • Teachers should encourage girls to be more outgoing and participate actively in physical activities, promoting inclusivity.
• Whitehead’s Evolution:
  
  • Later works acknowledged demographic and cultural differences, addressing unique challenges and opportunities for physical literacy across diverse groups.

Question 7

essentially, how does a child become physically literate?

Answer 7

Essentially, to become physically literate, a child needs to be able to perform basic movement competencies (within their own physical capacity), apply these in a variety of situations and activities, understand how they can learn further, and have the internal motivation to do so independently

Question 8

What are the key approaches to physical literacy and their effectiveness?

Answer 8

1. Reading and Responding:
   
   • The ability to efficiently and effectively read and respond to the environment and others during interactions.
2. Body as Expression:
   
   • The ability to use the body as an instrument of expression and/or communication.
3. Knowledge and Understanding:
   
   • The ability to articulate and demonstrate knowledge of health, including skills and understanding related to physical well-being.

Question 9

What is the relationship between fundamental movement skills and childhood obesity, and how does physical literacy help?

Answer 9

Relationship with Obesity:
A connection exists between fundamental movement skills and childhood obesity levels.
Mastering basic skills (e.g., walking, running, jumping, climbing, skipping, catching, and throwing) is essential in early childhood and forms the basis for refined sports skills.
Importance of Early Practice:
Young children must have opportunities to practice and master these skills as early as possible.
Physical Literacy:
Providing children with physical literacy encourages lifelong healthy habits and participation in physical activities.
The focus should be on helping kids develop skills for enjoyment and health rather than just preventing obesity.

• Give kids physical literacy so they can participate and have healthy habits for their lives RATHER than doing it so they avoid the threat of being overweight

Question 10

what are the stages od development for throwing

Answer 10

Throwing stages of development

Emerging
Throwing from elbow w almost no shoulder action and very little body movement
Early developing
Shoulder, elbow, wrist are used as the arm is taken up and to the side + some shifting of BW
Late developing
Distinctive step forward w same foot as throwing side + increased use of shoulder, arm, wrist + more use of trunk but not twisting
Mature throw
Full rotation and power, from trunk by stepping forward w opp leg, shoulder, arm, hands are in harmony w body + BW shoes from back to front

Question 11

know FMS color chart, age to do things

Question 12

What is the definition of physical literacy?

Answer 12

Physical literacy includes motivation, confidence, physical competence, knowledge, and understanding to value and engage in lifelong physical activity.
It is an approach to help individuals develop the skills and mindset necessary for lifelong participation in physical activities.

Question 13

What are the philosophical foundations of physical literacy?

Answer 13

Based on a holistic perspective, seeing mind and body as one.
Draws from phenomenology (perception of the world through experience) and existentialism (interaction with the world shapes unique perspectives).
Emphasizes developing the whole person.

Question 14

What are the key components of physical literacy?

Answer 14

Affective: Confidence, motivation, and self-esteem for engaging in physical activity.
Cognitive: Knowledge and understanding of physical activities and healthy lifestyles.
Physical: Motor skills, physical competence, and movement capacity.

Question 15

How can physical literacy be applied in practice?

Answer 15

Pedagogy should focus on meaningful, enjoyable experiences and real-world contexts.
Physical literacy contributes to improved health, reduced healthcare costs, and enhanced well-being.

Question 16

know chart labans movement framework(draw it)

Answer 16

Laban’s movement framework

Aspect
Focus
Student Outcomes
Body
What is the body doing?
Shape
Parts
Locomotion
Balance
Understand and utilize locomotor (travelling), non-locomotor (balance or hanging in a body shape), manipulative skills (stressing a body part) to improve the quality of the movement
Space
Where is the body moving?
Directions
Levels
Pathways
Planes
Extensions
Understand and utilize personal and general space, directions, pathways, levels, planes, and extensions appropriately to improve the quality of the movement
Effort Quality
How is the body moving?
Time (fast/slow)
Weight (heavy/light)
Space (straight/flexible)
Flow (ongoing/interrupted)
Understand and utilize time, weight, flow, and space appropriately to improve the quality of the movement

Relationship
To what or whom is the body relating when it moves?
Understand and utilize awareness and skill in how the mover relates to other individuals, groups, apparatuses and objects

Question 17

When making a lesson plan, consider…

Answer 17

1. The children :
   Age, gender, abilities, interests → need to know to ensure activities are developmentally appropriate and engaging
2. Learning objectives → purposeful + meaningful
3. Program accommodations and modifications
   → progressions and regressions + variety of equip and rules = all children will experience activities at a level that will foster their skill development, success and enjoyment ; choice is ur bsf
4. Classroom/gym management
   Plan + communicate things like staring and stopping points, where and when u give instructions and feedback and how children will come back to u when off task
5. Safety
   Have a plan for personal, equip, and environmental safety issues
6. Daily lesson plans
   Detailed, comprehensive [[;ans to ensure purpose and meaningfulness
7. Long range plans
   Have overall goals of every activity and overall day, set
   Resources and equip
   Need to know what and where equip is + what is available to you

Question 18

Question: What factors influence the acquisition of fundamental motor skills in children entering school?

Answer 18

Home, family, environment, and socioeconomic status all play a role in determining how well children have developed the fundamental motor skills needed for a lifetime of physical activity.

Question 19

How does the home physical environment impact children’s activity levels?

Answer 19

• The home environment, including play and physical activity equipment and the layout of the house, can influence children’s activity levels.
• Factors involved:
  
  • Availability of play and physical activity equipment (e.g., toys, sports gear).
  • House and yard space for movement.
  • Media equipment in the house, such as TVs or game consoles, and in bedrooms.
• Social and Family Influences:
  
  • Family behavior and rules around sedentary activities (e.g., screen time limits) affect physical activity and sedentary behavior.
• Perceived Competence:
  
  • When children lack confidence or feel incompetent in physical activities, their willingness to engage in such activities decreases.

Question 20

What is the relationship between perceived competence and actual competence in physical activity?

Answer 20

• There is a two-way relationship between perceived competence and actual competence.
• If a child does not perceive themselves as competent, they are less likely to participate in physical activities.
• If they do not participate, they are less likely to develop competence in those activities.
• This cycle can hinder the development of skills and confidence in physical activity.

Question 21

What are the differences between learning and performance in physical activity?

Answer 21

Learning: A permanent change in behavior or skill, which results from practice or experience.
Performance: A temporary display of behavior, influenced by various factors such as motivation, fatigue, or emotional state.
You can have high performance without actual learning, or low performance with actual learning taking place.

Question 22

What factors contribute to the acquisition of motor skills?

Answer 22

The development of motor skills is the result of maturational readiness and environmental conditions that encourage their development.
Teachers are not always required for learning to occur, as children can develop motor skills through natural play and experience.

Question 23

what are the 3 learning theories

Answer 23

1. behaviourist
2. info processing
3. cognitive and constructivist theory

Question 24

What is the Behaviourist Theory of learning and how does it apply to teaching?

Answer 24

Behaviourist Theory focuses on how the external environment shapes behavior.
- Emphasizes observable actions and behaviors of the learner.
- Teachers should model good behavior and use positive reinforcement to encourage desired responses.
- Content is broken down into small, manageable parts to help students succeed, with more difficult material added gradually as they progress.

Question 25

What is the Information Processing Theory and its relevance to teaching?

Answer 25

- **Information Processing Theory** emphasizes the **internal cognitive processing** of the learner. - It examines how learners **select, interpret, use**, and **store** information. - Understanding how learners process information helps teachers and coaches to: - Select **appropriate cues** for instruction. - Design **effective feedback** to enhance learning.

Question 26

What is the Cognitive and Constructivist Theory of learning?

Answer 26

- This theory provides a **holistic view** of learning, focusing on **problem-solving** and **self-directed learning**. - It explores how learners **create meaning** and learn how to **apply what they’ve learned**. - It emphasizes the **role of the learner** in mediating instruction and constructing personal meaning from their experiences

Question 27

What is Direct Instruction in physical activity, and how is it used?

Answer 27

- **Direct Instruction** follows a **behaviorist** or **information processing model**. - The teacher plays an active role in **identifying** and **demonstrating** the skills or actions students need to learn. - Example: The teacher demonstrates the skill or task (e.g., how to jump or how to throw a ball), providing clear instructions for the students to follow.

Question 28

What is Indirect Instruction in physical activity, and how does it differ from direct instruction?

Answer 28

- **Indirect Instruction** uses **cognitive strategies** and encourages students to solve problems on their own. - The teacher presents a **problem** or **question** and allows students to figure out how to solve it through movement. - Example: The teacher might ask, "How does a bunny move?" or "How can you reach the cookie jar?"—letting the students explore and find the best way to complete the task. - Combines both **direct** and **indirect** instruction by integrating demonstrations with problem-solving.

Question 29

1. Which Learning Theory is Better? 2. Are the Theories of Learning Incompatible? 3. How-When-Where to Apply a Theory of Learning?

Answer 29

No single theory is universally better than the others; each has its strengths and applications depending on the context and learning objectives. - **Behaviourist Theory**: Best for situations where clear, observable actions and behaviors need to be learned (e.g., learning fundamental skills or correcting specific behaviors). It's highly effective for skill acquisition where the goal is to shape specific responses or behaviors, such as teaching a child how to correctly perform a motor skill (e.g., throwing a ball). - **Information Processing Theory**: Ideal when focusing on how learners process, understand, and store information. It’s effective when teaching complex tasks where learners need to make decisions, interpret cues, and react based on prior knowledge (e.g., learning a strategy in a game or understanding a sport's rules). - **Cognitive and Constructivist Theory**: Best suited for more open-ended learning, problem-solving, and when the goal is to help students construct their own understanding or learn how to think critically (e.g., teaching problem-solving or creativity in physical activities, like asking students how to navigate an obstacle course). In summary, **which theory is "better"** depends on the **goals** of the learning experience (e.g., acquiring specific skills vs. fostering independent problem-solving). 2. Are the Theories of Learning Incompatible? No, the theories of learning are not necessarily incompatible. In fact, they can complement each other when applied appropriately. - **Behaviourist** methods focus on observable actions, while **information processing** theories focus on how learners think and process information. These approaches can work together to help learners acquire a skill and understand the strategy or reasoning behind it. - **Cognitive and Constructivist theories** emphasize learners actively constructing their understanding. These can be used alongside **behaviourist** or **information processing** methods to ensure that, while learners build skills, they also develop a deeper understanding and critical thinking skills. Therefore, a combination of theories may be used in different phases of learning (e.g., starting with direct instruction (behaviourist) for skill acquisition, then using problem-solving tasks (constructivist) for application). 3. How-When-Where to Apply a Theory of Learning? **How**: - Apply the **learning theory** by choosing **instructional strategies** that align with the theory's principles. For example, use direct demonstrations and positive reinforcement in **behaviourist** models, or encourage independent problem-solving and experimentation in **constructivist** models. **When**: - **Behaviourist** theories are useful when specific, observable skills need to be learned (e.g., motor skills like running or jumping) or when you want to encourage a change in behavior (e.g., reducing sedentary activity). - **Information processing** is applied when focusing on tasks requiring decision-making, interpretation, and adaptation, such as in game strategy or complex motor planning. - **Cognitive and constructivist** approaches are best used when teaching higher-level skills like critical thinking, problem-solving, and creativity. This approach works well when learners need to explore, experiment, and develop their own understanding. **Where**: - **Behaviourist** theory is often used in structured, controlled environments where learning objectives are specific, like in classrooms or sports drills. - **Information processing** applies in both individual and group settings, where learners need to process and store new information (e.g., in sports coaching or competitive settings). - **Cognitive and constructivist** theories work well in environments that promote exploration and discovery, such as open play spaces or activities where learners are encouraged to find their own solutions (e.g., games or project-based learning). By understanding when, where, and how to apply each theory, you can maximize its effectiveness for various learning goals.

Question 30

In the context of **Physical Activity (PA) for Early Years**, each learning theory can play a vital role in shaping how young children acquire movement skills, develop physical literacy, and build positive attitudes toward physical activity. Here's how each theory can be applied:

Answer 30

1. **Behaviourist Theory in Early Years PA** **How**: - **Behaviourist theory** is effective in helping young children learn **basic physical skills** by emphasizing **clear instructions** and **repetition**. - Teachers and caregivers model the desired movements (e.g., running, jumping, balancing) and provide **positive reinforcement** (praise, rewards) when the child demonstrates the skill correctly. **When**: - It’s best applied during **early childhood** when **fundamental movement skills** (FMS) need to be taught and refined. - For instance, using direct teaching methods (showing children how to kick a ball or climb a play structure) helps establish foundational skills. **Where**: - It can be applied in **structured environments** such as **physical education classes** or **play sessions**, where activities can be broken down into manageable steps (e.g., teaching jumping through small stages or using a series of movements in a game). --- 2. **Information Processing Theory in Early Years PA** **How**: - **Information Processing Theory** emphasizes **cognitive skills** and how children process sensory information to guide their movements. Teachers can use **cues**, visual aids, or **instructions** to help children understand how to improve or refine a movement (e.g., “Look at the ball and keep your eye on it while you kick”). - Children are encouraged to **interpret information** from their environment and adapt their actions accordingly (e.g., deciding whether to run or hop based on the space available). **When**: - **During more complex activities** or games that require **decision-making** and **adapting** to changing situations (e.g., obstacle courses, games with rules, team sports). - Helps children connect movements with **strategies** or **problem-solving**, such as figuring out the best way to navigate a maze or play a game. **Where**: - Can be applied in both **structured settings** like physical education classes, and in **free play environments** where children must process and respond to dynamic stimuli (e.g., playground games, group play, or sports). --- 3. **Cognitive and Constructivist Theory in Early Years PA** **How**: - **Cognitive and Constructivist Theory** focuses on active exploration and **problem-solving**. In PA, this can be applied by encouraging children to **explore different movement possibilities** and experiment with their bodies (e.g., "How can you jump higher? How can you balance on this line?"). - Teachers can set up **open-ended tasks** that encourage children to solve movement challenges on their own or with peers, promoting independence and creativity (e.g., coming up with their own games or strategies). **When**: - It is useful when encouraging **creative movement** or activities that require **problem-solving** and **critical thinking** (e.g., creating their own movement patterns, deciding how to avoid obstacles in a game). - Particularly effective when introducing **self-reflection** in learning. For example, after an activity, teachers may ask, "What worked well for you?" or "How did you feel when you did that?" **Where**: - This approach is best used in **unstructured play environments**, where children have the freedom to move and experiment. For example, in **outdoor play** spaces or **playgrounds**, where children can engage in free play, climbing, jumping, or inventing games. - It can also be applied in **group settings** where children interact with peers and share strategies or ideas (e.g., team games or collaborative activities). --- **Combining These Theories in Early Years PA** In practice, a **blended approach** can be very effective: - **Start with Behaviourist strategies** to establish basic physical skills and build competence (e.g., learning to skip or throw a ball). - **Introduce Information Processing** to refine skills and add cognitive elements (e.g., responding to a ball coming at them, adjusting their movement). - As children develop basic skills and confidence, **use Constructivist strategies** to promote independent exploration and creativity (e.g., designing their own games or figuring out how to navigate an obstacle course). This **dynamic combination** of theories in a **learning environment** helps children build both physical and cognitive skills in a well-rounded, supportive way, leading to lifelong engagement in physical activity.

Question 31

What are the 3 constraints that shape movement responses in a dynamic system?

Answer 31

1. **Organismic/Performer Constraints** - Internal factors: maturational level, physical abilities, cognitive understanding. 2. **Environmental Constraints** - External conditions: physical surroundings (e.g., weather), social environment. 3. **Task Constraints** - Task-specific factors: rules of the game, understanding of the task, equipment used. **Key Concept:** Movement is a complex response influenced by these constraints, allowing appropriate responses to varying demands. * Organismic/Performer (maturational level, physical abilities) * Environmental (physical environment – weather conditions) * Task constraints (rules of the game, student’s understanding of the task, equipment)

Question 32

what are the Requirements for Learning a Motor Skill : Prerequisites

Answer 32

– mastery of an earlier skill; physical abilities; maturation Clear idea of the task – what the students think they are trying to do Motivation/Attentional dispositions – active engagement in the process Practice – increases consistency of performance Feedback – knowledge of results (K R) or knowledge of performance (K P)

Question 33

Difference between fms and fss:

Answer 33

Fundamental movement skills are basic movements such as throwing, kicking, running, jumping, hopping and catching. Fundamental sport skills are these movement skills applied to a sport situation: for example, kicking a soccer ball, running a sprint, jumping up for a basketball rebound, catching a baseball.

Question 34

Analyzing movement example: labans movement framework Body awareness Actions → twist, turn, bend, stretch, sink, push, pull, etc. Body parts → hand, foot, head, etc. Shapes → curved, twisted, narrow, fat, symm, asymm Spatial Awareness (movement concept) Directions: forward, backwards, sideways, up, down levels: low, middle, high Pathways: curved, straight, zig-zag Extensions: near, far Space Directions → forward, back, side, up, down Levels → low, middle, high Pathways → curved, straight, zig zag Extensions → near, far Effort time /speed → fast, slow Weight → strong, light Flow → bound, free Relationship (movemenr concept) W objects → between, inside, outside, in front, behind, beside W others →leading, following, meeting, partnering W rules

Question 35

____ of PA should be child led play,___ adult led

Answer 35

75% of PA should be child led play,25% adult led

Question 36

should organized sport be introduced in early years

Answer 36

Organized sport shouldnot be introduced in the early years (0-7y) due to :According to the American Academy of Pediatrics (AAP), most children are not ready for organized sports until they are at least 6 years old. The AAP states that children younger “may not possess sufficient skills and attention span, even for simple organized sports.” - are still establishing fms

Question 37

know chart for age group and number of adults supervising

Question 38

Active Start: 0-6 y (both m and f)

Answer 38

Active Start: 0-6 y (both m and f) Make activity fun and part of childs routine Focus on developing locomotor, object manipulation and balance skills on land, water, ice/snow and in air in variety of movements Meet 24hr movement guidelines for young children being active for 180 min/day(3 hrs) 25% adult led play, 75% child led play Encourage structured(adult led), unstructured(child led), and opportunities for play in natural env Include activities that develop executive function: working memory, cognitive flexibility, and self control

Question 39

risky play

Answer 39

How is RISKY PLAY related to Children’s Well Being? ● Restrictions on children’s play behaviours following safety concerns must be balanced against the joy and possible future benefits of thrilling play experiences for children ● Suggested to be foundational aspects of experience and learning ● One explanation for such seemingly contradictory behaviour is that the reward of a thrilling experience and mastering skills (often increasing difficult challenges) outweigh the potential negative consequences ● When focusing on children, risky play is delineated to activities that entail excitement and uncertainty, and sometimes the possibility of injuries ● Typical for this type of play is that children willingly seek out situations they subjectively experience as (moderately) dangerous. Risky Play Categories 1) Play with great heights danger of injury from falling, such as all forms of climbing, jumping, hanging/dangling, or balancing from heights; 2) Play with high speed – uncontrolled speed and pace that can lead to a collision with something (or someone), for instance bicycling at high speeds, sledging (winter), sliding, or running (uncontrollably); 3) Play with dangerous tools – that can lead to injuries, for instance, axe, saw, knife, hammer, or ropes; 4) Play near dangerous elements – where one can fall into or from something, such as water or a fire pit, 5) Rough-and-tumble play – where children can harm each other, for instance, wrestling, fighting, fencing with sticks; 6) Play where children go exploring alone, for instance without supervision and where there are no fences, such as in the woods; 7) Play with impact – children crashing into something repeatedly just for fun; and 8) Vicarious play – children experiencing thrill by watching other children (most often older) engaging in risk

Question 40

risky play

Answer 40

Considerations ● Balance between exhilaration and hesitation ● Risky play may, therefore, be an activity that may facilitate learning on children’s premises ● Handling risks requires both the ability to focus and to adapt to different strategies, and thus represents an example of deep- level learning Child-initiated or child-led pedagogies are seen as optimal for helping children in foundation Risky play Related to children well being cuz, restrictions on children's play behaviours following safety concerns must be balanced against the joy and possible future benefits of thrilling play experience for children Examples: Reward of thrilling activities that overlook the negative consequences of doing so For children, doing activities where kids seek situation that they subjectively experience as dangerous Categories: Play with great height Danger of falling → from climbing, jumping, hanging or balancing Play with high speed Uncontrolled speed or pace that can lead to collisions → from biking, running, sliding Play with dangerous tools Lead to injury → from things like axes, saw, knife, hammer, ropes Play near dangerous elements Where a kid can fall into a pit (water, fire) Rough and tumble play Kids can harm each other —> wrestling, fighting, fencing w sticks Play where children go exploring on their own No supervision, no fences, like the woods Play with impact Kids crashing into something for fun again and again Vicarious play Kids experiencing thrill by watching other kids do something dangerous Child expression exhilaration , hesitation, fear or mastery Their ability to assess risks will strengthen through experience with risk Well- being Degree to which a child feel at ease and shows vitality and self confidence Prereq for involvement Involvement = degree to which children have directed attention, are engaged, concentrak and experience real involvement Prereq not met = kid no happy = no involvement NOTE: children's engagement in risky play was positively associated w well-being, involvement, and PA during free time periods + risky play is strongly associated w PA and promotes child health → facilitating risky play = health promotion; cuz it can help w kids recognizing and assessing risk → intrinsic and child initiated nature of activity is linked to motivation to thrilling experiences → mastering challenge w peers = strengthens friendships → risky play can facilitate learning → child initiated or led pedagogies are optimal for helping children in foundational learning processes