What contributes to physical literacy in Early Childhood settings? Perspectives from Queensland Early Childhood Educators

Oral Presentation A8.1

Authors

  • Jaime Barratt University of Queensland
  • John Cairney University of Queensland

DOI:

https://doi.org/10.14288/hfjc.v14i3.404

Keywords:

Early Childhood Educator, Preschool Children, Physical Literacy, Physical Activity

Abstract

Background: Physical activity (PA) for preschool children promotes several health outcomes. Considering a vast number spend their weekdays in childcare settings, the Early Childhood Educator (ECE) becomes a key facilitator of PA. From a pragmatic perspective, physical literacy (PL) is a vehicle for promoting lifelong engagement in PA. However, little research exists exploring ECEs perceived PL in order to further explore the relationship between their PL and preschool children’s PA. Purpose: To explore Queensland ECEs’ perceived PL according to the Australian Physical Literacy Framework (APLF) domains (physical, psychological, social, cognitive), and factors that contribute to their own PL and preschoolers’ PA. Methods: Two ECEs were recruited from separate childcare centres across Queensland, Australia, and participated in one-hour audio-recorded interviews via Zoom. ECEs were asked 24 questions surrounding their perceived PL, and 9 exploring factors that impact their PL and children’s PA. Interviews were transcribed verbatim and analyzed thematically. Results: The analysis resulted in 3 overarching themes: PL domains, and facilitators and barriers to PA. Both ECEs described high levels of knowledge of PA, engagement in PA, and confidence and motivation to be physically active in and outside of childcare settings. The most important factors that were found to contribute to their PL and children’s PA included playing sports, maintaining a positive attitude, and organizational collaboration. Conclusions: Despite being employed in different centres, both ECEs perceived similar PL and factors that contribute to preschoolers’ PA. This suggests the organization they are employed within, and its’ policies play an important role in promoting PL and PA. Funding: No funding was received for this study.

Published

2021-09-30

How to Cite

Barratt, J., & Cairney, J. (2021). What contributes to physical literacy in Early Childhood settings? Perspectives from Queensland Early Childhood Educators: Oral Presentation A8.1. The Health & Fitness Journal of Canada, 14(3). https://doi.org/10.14288/hfjc.v14i3.404