How does the outdoor play space afford aspects of physical literacy development?
Oral Presentation C9.6
DOI:
https://doi.org/10.14288/hfjc.v14i3.698Keywords:
Children, Physical Literacy, Outdoor Play, Behavioural MappingAbstract
Background: Unstructured play is essential to children’s health and development and affords them the opportunity to develop physical literacy (PL): the motivation, confidence, physical competence, knowledge and understanding to be active for life. Purpose: The purpose of this project is to explore how the outdoor play space with loose parts (LP) (e.g. wood, crates, buckets) affords aspects of PL development in children attending before and after school programs in Nova Scotia, Canada. Methods: Using a quasi-experimental, multi methods design, LP will be integrated in an intervention site with a control site set as a comparison. Children’s PL will be captured through the process of behavioural mapping (BM). Using BM, children’s fundamental movement skills and physical activity behaviour will be observed and recorded, comparing the observations pre-post the implementation of the LP intervention, and to the control site. At the end of the intervention, go-along interviews will be conducted with children at the intervention site to capture the affective components of PL. Anticipated Results: Preliminary findings from our previous work (PLEY project) demonstrates that outdoor LP play diversifies children’s movements. Similar findings are expected for this project. Conclusions: To date, aspects of PL in the context of outdoor LP play have not been explored using BM. This project will be a critical step to understanding how we can support quality outdoor play experiences for children while optimizing their health and wellness. Funding: This project is funded by Research Nova Scotia.
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Copyright (c) 2021 NIla Joshi, Daniel Rainham, Rebecca Spencer, Joan Turner, Son Truong, Michelle Stone
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