2019-2020 Inquiry Question
How does learning about and developing(practicing) the key components of Physical Literacy Impact Student Learning?
2019-2020
This year at Alexander Forbes, I have focused on the development of several key components of Physical Literacy - Running, Balance, Jumping, Skipping, Throwing, Kicking, Striking, Catching, and Trapping. My plan included designing lessons that reinforced the development of these skills throughout the school year. I started by breaking down all of these skills and teaching with many classes of practice. We reviewed these skills several times and then introduced the practice of these skills into games - K-8. Initially, I was going to record all students completion rate/ability to perform a skill at the end of the year, however due to the Covid-19 home schooling stint, I have continued to focus on these key components - within my online lessons - but have also shifted to a resource provided for students, parents and other educators. One of the identified reasons for developing this Inquiry question, was a visibly lower development of many of these skills - based on age level. I choose specific Physical Literacy skills based from the LTAD - Physical Literacy chart found below - and modified my lessons based on age and grade. According to Active For Life, Physical literacy is the cornerstone of both participation and excellence in physical activity and sport. When kids are confident in their competence, they enjoy being physically active in many different settings. That confidence stems from having developed fundamental movement skills and fundamental sport skills – physical literacy – as a child. https://activeforlife.com/jointhemovement-alberta/ In addition, kids develop physical literacy gradually through a variety of structured and unstructured activities. The nature of these activities changes as kids grow in age and ability. https://activeforlife.com/physical-literacy-2/ Therefore, I adapted many of my lessons - based on age - but incorporated the same basic components of each skill for all students. Furthermore, I also discussed the term Physical Literacy with the students by comparing the term Literacy in English and then breaking down what it meas in terms of Physical Education/activity. Several of my lessons for the older students included discussions about why it's important to know this term and be able to move their bodies in correct and efficient ways. Moreover, I introduced a weekly period of non-structured play that incorporated implements and equipment that we have used to practice these skills. During Fun Friday, the students were allowed to choose their own activity, however, I placed a variety of balls and equipment in the gym. I chose the equipment based upon the Physical Literacy skills that I wanted to the students to work on. |
Evidence of Learning
The improvement of my students was subjectively/visibly significant in K-5. Even though I did not get the data that I was planning to record - at the end of the year - this process has allowed me to shape what I will do next year - to achieve useful and objective data. I plan to record the students at the beginning of the year (and prior to implementation of each Physical Literacy unit) and then record each student's ability at the end of the year. This will provide a great snapshot of the skill development of each student. (Note: I taught grade 6's only once a week). In grade 7-8, there were improvements in Physical Literacy, however, in these more developed students, it was more difficult to record the improvements in Physical Literacy. Therefore, by recording the students at the beginning of the year, this should provide a better snapshot of their development.
Areas that I have notice a significant improvement of Physical Literacy:
Ready position
Throwing properly - proper position and opposite foot
Catching properly - using 2 hands and following the ball into their hand
Balance - watching their bodies!
Kicking - using the side of their foot with accuracy
Trapping - stopping the ball with control
Striking - making contact with various implements (using a proper grip)
The improvement of my students was subjectively/visibly significant in K-5. Even though I did not get the data that I was planning to record - at the end of the year - this process has allowed me to shape what I will do next year - to achieve useful and objective data. I plan to record the students at the beginning of the year (and prior to implementation of each Physical Literacy unit) and then record each student's ability at the end of the year. This will provide a great snapshot of the skill development of each student. (Note: I taught grade 6's only once a week). In grade 7-8, there were improvements in Physical Literacy, however, in these more developed students, it was more difficult to record the improvements in Physical Literacy. Therefore, by recording the students at the beginning of the year, this should provide a better snapshot of their development.
Areas that I have notice a significant improvement of Physical Literacy:
Ready position
Throwing properly - proper position and opposite foot
Catching properly - using 2 hands and following the ball into their hand
Balance - watching their bodies!
Kicking - using the side of their foot with accuracy
Trapping - stopping the ball with control
Striking - making contact with various implements (using a proper grip)
Conclusion - Impacted Student Learning
School year - September to March in school
My students progressed greatly in their ability to perform the identified Physical Literacy skills in the limited amount of time - as there was a noticeable improvement in student learning in each of the identified skills. By learning about Physical Literacy, my students were able to understand that improving their ability to move was important, which led to a greater development of skills. This placed an importance of getting better or practicing the skill at hand - to increase their own overall Physical Literacy skill set. Learning about Physical Literacy and practicing the skills increase student learning significantly - in regards to their own Physical Literacy.
March-June
My Inquiry question had to adapt - I focused on how I could still develop Physical Literacy in my students from afar.
The focus changed for students during the Covid-19 home schooling lessons. During this period, I transitioned into an activity suggester for students and a resource provider for parents. Not ideal, but at least these lessons, videos and resources can be used in the future.
I look forward to collecting video data next year - at the beginning of the year, at the beginning of each unit and at the end of the year.
Ongoing thoughts...
I am considering how the implementation of Physical Literacy skills will be impacted by the Social Distancing procedures that will most likely be put into place. I may have to first focus on the skills that do not need implements or balls - Running, balance, etc. I may need to have students throw against a wall - with major disinfecting of the equipment.....we'll see!
I may also need to provide the resources that I have collected this year to parents in an online format.
School year - September to March in school
My students progressed greatly in their ability to perform the identified Physical Literacy skills in the limited amount of time - as there was a noticeable improvement in student learning in each of the identified skills. By learning about Physical Literacy, my students were able to understand that improving their ability to move was important, which led to a greater development of skills. This placed an importance of getting better or practicing the skill at hand - to increase their own overall Physical Literacy skill set. Learning about Physical Literacy and practicing the skills increase student learning significantly - in regards to their own Physical Literacy.
March-June
My Inquiry question had to adapt - I focused on how I could still develop Physical Literacy in my students from afar.
The focus changed for students during the Covid-19 home schooling lessons. During this period, I transitioned into an activity suggester for students and a resource provider for parents. Not ideal, but at least these lessons, videos and resources can be used in the future.
I look forward to collecting video data next year - at the beginning of the year, at the beginning of each unit and at the end of the year.
Ongoing thoughts...
I am considering how the implementation of Physical Literacy skills will be impacted by the Social Distancing procedures that will most likely be put into place. I may have to first focus on the skills that do not need implements or balls - Running, balance, etc. I may need to have students throw against a wall - with major disinfecting of the equipment.....we'll see!
I may also need to provide the resources that I have collected this year to parents in an online format.
LTAD - Physical Literacy
This is the chart that I initially based my inquiry question off of. I used this to plan a variety of lessons from Kindergarten to Grade 8. Due to facilities, I decided not to measure swimming and cycling. Although, my Academy class did improve significantly - as they were able to develop their skills for 1.5 months with the Piranhas coaches. I was planning to do Cycling with the Academy students, however, due to the Covid-19 shutdown, this was not available this school year. I did implement skating and skiing this year in grades 5-8, however, this was more of a basic introduction of these activities and not a formal instruction. |
Research
10 ways raising a physically literate child is like raising a reader
Richard Monette In late August I picked up a local paper in a coffee shop. Looking at all the “back to school” inserts, my heart sank. “Summer is coming to an end,” I whispered as I scanned the advertising for binders, calculators, and sharpies. On the last page a little card intended for parents caught my attention: “How to raise a reader”. After reading it I realized that I could easily replace the word “reader” with the words “physically literate child”. So, to celebrate the collective sigh of relief from parents, also known as “back to school time”, here are 10 ways helping your child become a better reader and someone who loves to read are similar to helping them develop physical literacy and a love of being active: 1. Make reading/physical literacy a family valueKids are born to play. They are born to run, jump, and skip. They learn by emulating what they see around them. Play as a family. Go out and enjoy learning new skills, activities, and games. 2. Let them read what they enjoy/do the physical activities they enjoyPleasure is the greatest incentive. Kids will do what they enjoy. They will also enjoy what they are good at. This means that they might repeat a game over and over. Support and reward all games, sport, or activity your kids enjoy. And make sure you play with them. 3. Be sure they are reading/playing at an appropriate levelRemember one simple rule as you support your child in activities and sports: every kid must do the right things at the right times under the right conditions. You don’t expect your first-grader to read Shakespeare, so don’t push them into doing physical activities that they are not ready to do. More importantly, don’t enroll them in programs that might be beyond their age. Instead, keep play simple and age-appropriate. 4. Don’t use reading/physical activity as a punishment.I cringe when I see a coach or a PE teacher use physical activities as a punishment (“10 push ups for being last.”). Reverse the trend. Promote play, games, and activities as a reward. As something special to be cherished. 5. Give books/equipment as a giftGifts are special. They spark excitement and kids’ imaginations. Try to give your child toys that will encourage them to be active and promote the joy of playing. 6. Let your kids see you read/be active for funYou have a powerful modeling effect on your child. If your child sees you enjoying being active, then they will see games, activities, and sport as a normal and worthwhile part of life. 7. Don’t over-correct, don’t over-practice One way to make certain your kids will resent reading is by pushing them to read perfectly too early. The same applies to their love of being active. Mistakes are a critical part of developing as a reader or becoming a physically literate child. Support, encourage, and guide your child. 8. Point out words/physical activity everywhere Humans are born to move. We are physical beings. From the prima ballerinas to top athletes, we love to see great displays of physical aptitude. But don’t forget the everyday display of skills. Encourage your child to recognize these skills everywhere. Point out everyday examples of physical ability: “Look at that firefighter climbing the ladder. What skills does she need to do that?” 9. Set aside time for kids to read/be active on their ownFree play is essential for kids. Be sure to encourage them to play by themselves without a tablet or computer. 10. Fun, fun, and more funNot every child will become an avid reader or a world-class athlete. However, both literacy and physical literacy are fundamental to the development of your kids. Most youngsters are born with the capacity to read and move well, but like any other skill, it must be learned and repeated on a regular basis so that it becomes second nature. Fun and enjoyment are the secret ingredients to learning new skills. |
Children with poor physical literacy struggle as adults
February 16, 2015 Children who never learn to read or write become adults who can’t read or write. Should we be surprised that children who never develop movement skills become inactive, uncoordinated adults? A recent CBC story and news video suggests that children’s movement skills and physical literacy have been in steady decline in recent years. The failure to develop their movement skills subsequently reduces their interest and ability to participate in physical activity, and also limits their essential mobility skills into adulthood. Dr. Dean Kriellaars, a leading expert in physical literacy and a professor at the University of Manitoba, points out that movement skills aren’t just for playing sports. Movement skills are essential to basic health and survival: “It’s not just about sport. It’s about being able to even participate in a world that’s very cold and being able to not slip and fall,” said Kriellaars. Some studies estimate that healthcare costs related to inactivity, smoking, and obesity will double by 2025. For anyone who cares about Canadian healthcare, it’s cause for concern. Physical literacy is seen as a “vaccine” against the inactivity crisis. Some communities are trying to promote physical literacy and physical activity in general by creating infrastructure and special programming. The New Brunswick community of Caraquet, for example, has started providing cross-country ski trails and ice surfaces at low cost to residents. The overriding message is that physical literacy isn’t just for sports. It’s part of a spectrum of essential life skills that children need to live complete, healthy lives. |
Physical Literacy Videos (Home School Lessons)
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Evidence - Kindergarten home-schooling example of Physical Literacy
Here is a great example of the skill development - catching and throwing - of a kindergarten student at Alexander Forbes (during the Covid-19 home schooling period. Next year, I plan to record students at the beginning of the year and prior to the implementation of the first lesson in each unit. I will also record the student development at the end of year. |
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More Resources
I have provided several Physical Literacy resources to parents - during the Covid-19 home schooling lessons.
http://slallison.weebly.com/k-4-pe-weeks-1-9.html
http://slallison.weebly.com/5-8-pe-weeks-1-9.html
http://slallison.weebly.com/k-4-pe-weeks-1-9.html
http://slallison.weebly.com/5-8-pe-weeks-1-9.html