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

Auteurs : Kiez, Tia K. M. (Auteur) ; Kriellaars, Dean (Directeur de mémoire)

Lieu de publication : Winnipeg

Éditeur : University of Manitoba

Date de publication : 2015

Langue : Anglais

Description : 85 p. ; 28 cm.

Notes : Master of Science , College of Rehabilitation Sciences, University of Manitoba

Sujets :
Littératie physique
Éducation physique
Éducation physique pour enfants
Enfants - Développement
Cirque récréatif - Étude et enseignement
Cirque récréatif - Philosophie et théorie
Arts du cirque - Étude et enseignement

Dépouillement du document :
Review of literature
Physical literacy
Physical education
Circus arts instruction
What is circus arts instruction?
Circus arts across the globe
Circus arts in canada
Potential benefits of circus arts

General hypotheses


Participants &recruitment
Overview of protocol
School descriptions
Pe schools
Pe circus schools

Play tools
Description of play tools
Research assistant training
Ethnographic assessment of schools and programs

Statistical considerations and analysis
Sample size

Participant demographics &characteristics
Play tool completion




Future study recommendations


Appendix 1 - play tools recording sheets

Appendix 2 - example of holistic rubric for motor competence scoring (play fun)

Résumé :
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]

Collection : Bibliothèque de l'École nationale de cirque

Localisation : Traitement documentaire

Cote : 372.860 1 K478i 2015

  • Ex. 1 — disponible


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