Kentika - Documents

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LIVRES

Physical literacy : throughout the lifecourse

Whitehead, Margaret
New York : Routledge, 2010

The term ‘physical literacy’ describes the motivation, confidence, physical competence, understanding and knowledge that individuals develop in order to maintain physical activity at an appropriate level throughout their life. Physical literacy encompasses far more than physical education in schools or structured sporting activities, offering instead a broader conception of physical activity, unrelated to ability. Through the use of particular pedagogies and the adoption of new modes of thinking, physical literacy promises more realistic models of physical competence and physical activity for a wider population, offering opportunities for everyone to become active and motivated participants.

This is the first book to fully explore the meaning and significance of this important and emerging concept, and also the first book to apply the concept to physical activity across the lifecourse, from infancy to old age. Physical Literacy – explaining the philosophical rationale behind the concept and also including contributions from leading thinkers, educationalists and practitioners – is essential reading for all students and professionals working in physical education, all areas of sport and exercise, and health. [editor summary]

The term ‘physical literacy’ describes the motivation, confidence, physical competence, understanding and knowledge that individuals develop in order to maintain physical activity at an appropriate level throughout their life. Physical literacy encompasses far more than physical education in schools or structured sporting activities, offering instead a broader conception of physical activity, unrelated to ability. Through the use of particular ...

Cote : 372.860 1 W5921p 2010

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LIVRES

Physical children, active teaching : investigating physical literacy

Maude, Patricia
Maidenhead (UK) : Open University Press, 2009

- How can children achieve their entitlement to gain physical literacy and to become physically educated?
- How can parents and teachers ensure that children's movement development and movement education are of the highest quality?
- What are the most appropriate contexts for facilitating children's physicality?

The book describes children's physical and movement development and analyses progression in motor skills from elementary to mature stages, from infancy through to the end of the primary school years. Language development stemming from motor development and the contribution of language as a tool in the achievement of movement competence is discussed, as is the contribution of movement to children's play and creative activity. The author addresses children's entitlement to become physically educated, both through the raising of standards in the Physical Education curriculum and through the heightening of expectations in children's knowledge, understanding, participation and performance in physical activity and the development of a healthy and active lifestyle.

- How can children achieve their entitlement to gain physical literacy and to become physically educated?
- How can parents and teachers ensure that children's movement development and movement education are of the highest quality?
- What are the most appropriate contexts for facilitating children's physicality?

The book describes children's physical and movement development and analyses progression in motor skills from elementary to mature ...

Cote : 372.860 1 M447p 2009

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MEMOIRES ET THESES

The impact of circus arts instruction on the physical literacy of children in grades 4 and 5

Kiez, Tia K. M. ; Kriellaars, Dean
Winnipeg : University of Manitoba, 2015

The purpose of this study was to examine the impact of circus arts instruction on the physical literacy (PL) of children in grades 4 and 5. Methods: A prospective, clustered, quasi-experimental design was used to compare schools with circus arts instruction in physical education class (PE CIRCUS) to three matched schools using standard Physical Health and Education curriculum delivery (PE). PL assessments were obtained at the beginning and end of one semester using PLAY Tools (physicalliteracy.ca). These tools provided an assessment of 1) motor competence, confidence, and comprehension, 2) the child's self-report of physical literacy, 3) the PE teacher's surrogate assessment of the child, 4) the parental assessment of the child, and 5) an inventory of the child's activities. Results: 211 students participated, with equal numbers in grades 4 and 5, and an even distribution between PE and PE CIRCUS groups. There were significant (p<0.05) improvements in motor competence in movement skills (curricular linked) over time for both school settings, but with substantial endpoint differences (7.9%, p<0.01) in favour of PE CIRCUS for 15 of 18 movement skills in grade 5 only. The gender gap in motor competence in the PE CIRCUS group was smaller than that in the PE group. Children in the PE CIRCUS schools revealed greater movement terminology comprehension and higher confidence in execution (p<0.05). Children in the PE CIRCUS schools reported greater confidence, felt more talented, were more eager to participate (p=0.055), and girls associated physical activity with happiness (p<0.05) more than those in the PE schools. Conclusion: Circus arts instruction can effectively aid in the development of physical literacy in children. Providing a quality physical literacy experience, such as circus arts instruction, does not amplify the gender gap, but provides equitable levels of motor competence development for males and females, and assists with achieving current PE curricular objectives. The results of this study provide insight to allow for further development of effective physical education delivery methods in schools, and provide quantitative research to support the positive effects of circus arts instruction reported qualitatively. [author summary]

The purpose of this study was to examine the impact of circus arts instruction on the physical literacy (PL) of children in grades 4 and 5. Methods: A prospective, clustered, quasi-experimental design was used to compare schools with circus arts instruction in physical education class (PE CIRCUS) to three matched schools using standard Physical Health and Education curriculum delivery (PE). PL assessments were obtained at the beginning and end ...

Cote : 372.860 1 K478i 2015

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ARTICLES DE PERIODIQUES

Everyone is welcome under the big top : a multiple case study on circus arts instruction in physical education

Bortoleto, Marco Antonio Coelho ; Ross, J. J. ; Houser, Natalie ; Kriellaars, Dean
Physical Education and Sport Pedagogy, vol. 38 n°2, p. 1-9, 2022

Purpose : This study aimed to explore the implementation and impact of circus arts instruction in physical education (PE) classes through a multiple case study design.
Data Collection/Analysis : This multi-site case study explored the implementation and impact of circus arts instruction in PE. Participant observation took place over the course of 16 hours of PE class time in a two-week period. Themes were created by collapsing common observations, following Braun and Clarke’s six-step thematic analysis process.
Findings : Circus implementation in elementary schools revealed a wide array of benefits to both teaching practices and student experience based on four themes. The themes included: (1) Circus in action: a shift in pedagogy; (2) Teacher training in circus; (3) Facilities and circus equipment; and (4) Pedagogical strategies.
Conclusions : With the integration of physical literacy enriched pedagogical practices, circus arts instruction created a gymnasium space inclusive to all students by addressing a number of barriers often observed in PE related to sex/gender equity, and inclusion of different levels of ability (physical and cognitive). Our findings suggest that circus arts is one of the best known examples of a physical literacy enriched experience, with inclusion at its foundation.

Purpose : This study aimed to explore the implementation and impact of circus arts instruction in physical education (PE) classes through a multiple case study design.
Data Collection/Analysis : This multi-site case study explored the implementation and impact of circus arts instruction in PE. Participant observation took place over the course of 16 hours of PE class time in a two-week period. Themes were created by collapsing common ob...

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ARTICLES DE PERIODIQUES

The impact of circus arts instruction in physical education on the physical literacy of children in grades 4 and 5

Kriellaars, Dean ; Cairney, John ; Bortoleto, Marco Antonio Coelho ; Kiez, Tia K. M. ; Dudley, Dean ; Aubertin, Patrice
Journal of Teaching in Physical Education vol.38 n°2, p.162-170 , 2019

Objective: To examine the impact of circus arts instruction in physical education (PE) on the physical literacy of children in Grades 4 and 5.

Methods: A clustered, quasi-experimental design was used comparing children in schools with circus arts instruction in physical education (n=101) with children in socioeconomic status-matched schools using standard PE instruction (n=110). Physical literacy assessments performed at the beginning and end of one semester using the Physical Literacy Assessment for Youth tools.

Results: Significant improvements in motor competence for both groups; endpoint differences favored the circus arts instruction in physical education schools for 15 of 18 movement skills for Grade 5 and 7 of 18 skills for Grade 4 (p<.05), with corresponding increases in children’s confidence and comprehension of movement terminology, as well as active participation. The gap in motor competence between girls and boys in the circus arts instruction in physical education schools was smaller than in standard PE schools.

Conclusions: Circus arts instruction enriched PE can effectively aid in the development of physical literacy in children with greater gender equity. [editor summary]

Objective: To examine the impact of circus arts instruction in physical education (PE) on the physical literacy of children in Grades 4 and 5.

Methods: A clustered, quasi-experimental design was used comparing children in schools with circus arts instruction in physical education (n=101) with children in socioeconomic status-matched schools using standard PE instruction (n=110). Physical literacy assessments performed at the beginning and end o...

Cote : 372.860 1 K478i 2019

Ex. 1 — Consultation sur place

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ETUDES, GUIDES ET RAPPORTS

PLAY self

PLAY - Physical Literacy Assessment for Youth ; Kriellaars, Dean ; Robillard, Benjamin
Victoria : Canadian Sport for Life, 2013

Anyone can use PLAYself with a particular child or group of children: parents, coaches, exercise professionals, physiotherapists, athletic therapists and recreation professionals.

When used in conjunction with the other PLAY tools, PLAYself helps to establish a baseline assessment of the child’s current level of physical literacy. Parents, coaches, exercise professionals and others can then use the baseline to create goals for each child and track improvement.

You and the child should mutually establish realistic goals (where the child wants to be) and a manageable process to reach them.[editor summary]

Anyone can use PLAYself with a particular child or group of children: parents, coaches, exercise professionals, physiotherapists, athletic therapists and recreation professionals.

When used in conjunction with the other PLAY tools, PLAYself helps to establish a baseline assessment of the child’s current level of physical literacy. Parents, coaches, exercise professionals and others can then use the baseline to create goals for each child and ...

Cote : 372.860 71 K9265p 2013

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ETUDES, GUIDES ET RAPPORTS

PLAY parents

PLAY - Physical Literacy Assessment for Youth ; Kriellaars, Dean ; Robillard, Benjamin
Victoria : Canadian Sport for Life, 2013

PLAYparent should be filled out by a parent of a child aged seven and up. This assessment provides one perspective of a child’s level of physical literacy, while the other PLAY tools provide perspectives from trained professionals and others. This information can help identify positive and negative factors that affect the child’s ability to live an active lifestyle. [editor summary]

Cote : 372.860 71 K9265p 2013

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ETUDES, GUIDES ET RAPPORTS

PLAY Fun

PLAY - Physical Literacy Assessment for Youth ; Kriellaars, Dean ; Robillard, Benjamin
Victoria : Canadian Sport for Life, 2013

Since PLAYfun involves the assessment of specific skills, the evaluator must have some education in movement and motion analysis. This could include NCCP-certified coaches, exercise professionals, physiotherapists, athletic therapists or other sport and recreation practitioners. These individuals must have the knowledge to accurately assess the child’s technique, and must be able to identify gaps in the child’s development when assessing each task. [editor summary]

Since PLAYfun involves the assessment of specific skills, the evaluator must have some education in movement and motion analysis. This could include NCCP-certified coaches, exercise professionals, physiotherapists, athletic therapists or other sport and recreation practitioners. These individuals must have the knowledge to accurately assess the child’s technique, and must be able to identify gaps in the child’s development when assessing each ...

Cote : 372.860 71 K9265p 2013

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ETUDES, GUIDES ET RAPPORTS

PLAY basic

PLAY - Physical Literacy Assessment for Youth ; Kriellaars, Dean ; Robillard, Benjamin
Victoria : Canadian Sport for Life, 2013

Since PLAYbasic involves the assessment of specific skills, the evaluator must have some education in movement and motion analysis. This could include NCCP-certified coaches, exercise professionals, physiotherapists or other sport practitioners. These individuals must have the knowledge to accurately assess the child’s technique, and must be able to identify gaps and weaknesses. [editor summary]

Cote : 372.860 71 K9265p 2013

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ETUDES, GUIDES ET RAPPORTS

PLAY coach

PLAY - Physical Literacy Assessment for Youth ; Kriellaars, Dean ; Robillard, Benjamin
Victoria : Canadian Sport for Life, 2013

PLAYcoach should be used by a person with a very good understanding of human movement and with formal movement analysis training. This assessment provides one perspective of a child’s level of physical literacy, while the other PLAY tools each provide a different perspective. [editor summary]

Cote : 372.860 71 K9265p 2013

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ETUDES, GUIDES ET RAPPORTS

Building a repertoire : exploring the role of active play in improving physical literacy in children

De Rossi, Patrizio
Gloucestershire, Royaume-Uni, [2012]

Cote : 372.860 1 D4377b 2012

Ex. 1 — Consultation sur place

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ETUDES, GUIDES ET RAPPORTS

Physical Literacy : toolkit

Healthy Schools in motion
Winnipeg : Manitoba in motion, [2012]

This toolkit is designed to enhance the movement repertoire of children and youth by increasing the number of skills they are competent in, as well as increasing their overall proficiency level in a fun setting. This kit will provide “multi-station circuit training” examples that can be easily implemented in the gymnasium setting. Repetition based learning in a fun setting is the basis of the circuit design. Examples for grades 1-3, 4-6, 7-9, 10-12 are provided and aligned to curricular objectives, and consistent with long term participant development principles. [editor summary]

This toolkit is designed to enhance the movement repertoire of children and youth by increasing the number of skills they are competent in, as well as increasing their overall proficiency level in a fun setting. This kit will provide “multi-station circuit training” examples that can be easily implemented in the gymnasium setting. Repetition based learning in a fun setting is the basis of the circuit design. Examples for grades 1-3, 4-6, 7-9, ...

Cote : 372.86 H4348p 2012

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ETUDES, GUIDES ET RAPPORTS

Recess Toolkit

Healthy Schools in motion
Winnipeg : Manitoba in motion, [2012]

Recess provides an opportunity during which children can express their movement repertoire in unstructured free play or in semi-structured play facilitated by appropriate equipment and supervision. The Recess Toolkit provides a resource to aid schools in making recess a safe and active play time, during which the physical literacy of children can develop. This resource highlights best practice methods including games and equipment, indoor and outdoor recess, as well as considerations for administrators, parents, teachers and PE teachers. [editor summary]

Recess provides an opportunity during which children can express their movement repertoire in unstructured free play or in semi-structured play facilitated by appropriate equipment and supervision. The Recess Toolkit provides a resource to aid schools in making recess a safe and active play time, during which the physical literacy of children can develop. This resource highlights best practice methods including games and equipment, indoor and ...

Cote : 372.86 H4348p 2012

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