Abstract
Physical literacy (PL) as a concept is important in developing lifelong physical activity; however, there is little research exploring how PL can be developed during the preschool years. This two-phase qualitative study sought the insights of academics/expert practitioners and preschool staff towards PL in order to inform the design of future preschool PL interventions. Phase One comprised of nine semi-structured interviews with experts in the field of children’s physical activity and/or PL. Interview topics included perspectives on the concept of PL and recommendations for interventions targeted at improving preschool PL. Phase Two consisted of focus groups with practitioners from four local children’s centres. Focus groups explored perspectives on the feasibility and acceptability of proposed PL interventions. Interviews and focus groups were analysed by thematic analysis and means of representation, respectively. Findings revealed that whilst there was limited understanding about the concept of PL among preschool educators, knowledge of child development was evident and that all participants agreed that there was a need for further training for practitioners. Perceived barriers to promoting PL noted by practitioners included funding, policy, curricular priorities, parental opinions, and the preschool environment. It was recommended that interventions should be: (i) designed using a participatory approach including all key stakeholders, (ii) conducted over the long term, and (iii) incorporate opportunities for children to engage in free and outdoor play. Furthermore, any intervention should be flexible to allow for variation between children’s centres, aligned to current policy/children’s centre targets and provide training and resources in order to overcome perceived barriers.
Highlights
Physical literacy (PL) is defined by the International Physical Literacy Association (IPLA) as the “motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life” [1]
The aim of the present study is to explore the attitudes and perceptions towards PL among both experts from the field of child physical activity and health and preschool centre staff in order to help inform the development of future PL interventions for preschool children
Following the Phase One interviews and Phase Two focus groups a series of recommendations are presented to inform the design of a future intervention(s) aimed at improving PL among children: 1
Summary
Physical literacy (PL) is defined by the International Physical Literacy Association (IPLA) as the “motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life” [1]. PL has become increasingly relevant to physical education, physical activity (PA), and sports promotion internationally [2], and is widely understood to relate to an individual’s capacity for a physically active lifestyle [3]. Children 2020, 7, 76 lifelong promotion of PA, learning and development, redefining how PA is understood, and stressing the importance of a holistic development of an individual’s physical potential [4]. Given that PL is seen as an abstract construct, a lack of consensus is apparent regarding its conceptual underpinnings [3]. Recent research has identified the challenges in defining PL and its related constructs, highlighting misinterpretations and a distinct lack of consistency [5,6]. There is little evidence to demonstrate the efficacy of PL interventions [2], or the best practice for supporting
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