An inverse approach to validate the importance of motor ability and sport on purposeful play and lifelong vigorous physical activity

Abstract

Introduction Identifying an appropriate physical education (PE) curriculum that will enable children to embrace lifelong vigorous physical activity (LVPA) is often discussed among practitioners. Although there exists no centralized pedagogical approach, many PE models follow a (1) «physical fitness» approach with an emphasis on «fitness-related» activities or; (2) a skill-based, motor competence approach attached to the concept of Long Term Athlete Development (LTAD). Although the number of longitudinal investigations that support a motor competence approach to LVPA are sparse, there is support that acquired motor ability empowers children and adolescents with the confidence to move frequently in a variety of movement settings [1] , [2] , [3] . In contrast, longitudinal studies that tie the «physical fitness» approach to LVPA are nearly non-existent. Experience Longitudinal studies require time thus, an «inverse approach» to identify particular motor or sport skills among adults may help to further validate and expedite the notion that acquired motor ability is a critical curricular component for children in the school setting. The purpose of this project is to qualitatively identify the use of a specific «motor vocabulary» in the context of a purposeful play environment among adult (male and female university students) participants. Qualitative identification of motor abilities in combination with a participant survey of LVPA patterns and PE experience will be assessed. Critical analysis Established motor competence and confidence among adolescents and adults has been identified as an indicator for participation in LVPA, and potentially enhance various fitness parameters [3] . Further research is needed to validate the relationship between adult motor ability and LVPA. This inverse observational approach may be a useful platform to help implement the appropriate physical education curriculum in the school setting. Conclusion The main implication is that the acquisition of fundamental motor ability should be the primary basis from which movement competence and confidence are achieved. These attributes are key components from childhood into adulthood that can positively impact LVPA, improve fitness, and prevent chronic illness and disease [2] .