Pride Rock, Temple Mountain PHYSICAL LITERACY Find your shoes, - - PowerPoint PPT Presentation

Pride Rock, Temple Mountain

PHYSICAL LITERACY

Find your shoes, Grow into your shoes*, And use your shoes.

Patrice Aubertin Canadian Research Chair in Circus Studies

* Perhaps have a few extra sets of shoes

Identity

PL ENRICHED CORE

Performance Enhancement

1947 at Bell Laboratories in New Jersey, William Shockley, John Bardeen and Walter Brattain invented the transistor. 1st Personal computer 1975. 1885 in Germany, Karl Benz invented the first internal combustion engine powered car, the “Motorwagen” 1990, computer scientist Tim Berners-Lee invented the World Wide Web.

MOVEMENT SUPPRESSED CULTURE

A

Year Range A 1919 9.7 km B 1950 1.6 km C 1979 800 m D 2007 300 m

88 years, 9.4 km reduction in free range

A B C D

What is Free Range? The USDA definition of Free Range Chickens is, "producers must demonstrate to the Agency that the poultry has been allowed access to the

• utside," applies only to poultry meat (not egg-

laying hens) and suggests that the animals were raised in an unconfined environment. However, the USDA’s requirement is somewhat vague and does not include any minimum amount of time for

• utdoor access.

The Safety Creep:

The notion that increased societal expectations for surplus safety in children’s recreation have advanced subtly, gradually, and beyond a point justified by available data. Noticeable movement in safety creep can be triggered by single events and is, by its nature and application, incompatible with healthy child development.

Neurons that fire together, WIRE together. BUBBLE WRAPPED KIDS

• Develops spatial awareness
• Allows development of sequencing of movements
• Develops movement variation for environmental variation
• Establishes constraints of movements
• Develops new movement vocabulary
• Develops competence in movement
• Develops confidence
• Enhances ability to spot hazards
• Enhances executive functioning
• Develops social skills
• Fantasy aids the imagination (innovation and creativity)
• Fuels motivation

Free Play

A foundation of physical literacy

Defining Risky Play:

“Thrilling and exciting play that can include the possibility of physical injury”

(Brussoniet al,2015)

Risky Play Includes:

• 1. Great heights
• 2. High speed
• 3. Dangerous tools
• 4. Dangerous elements
• 5. Rough and tumble

play

• 6. Disappear/get lost

5-17 < 5

What percentage of people are active enough? % meeting minimum age guidelines. US Accelerometer data. 2008

Age Males Females 6–11 48.9 34.7 12–15 11.9 3.4 16–19 10 5.4 20–59 3.8 3.2 60+ 2.5 2.3

Canada is 6-8 years behind USA Sweden is 6-8 years behind Canada.

Liberal 5 10 15 20 25 30 35 1970 1980 1990 2000 2010 2020 Obésité Obesity (%) Année Year Liberal Conservative Sask: 30.8 per cent to 45.9% between 2004 and 2015.

ParticipACTION 1st Ad

Physical inactivity Pulmonary diseases Psychological disorders Musculoskeletal disorders Weight management Cancer

Coronary heart disease Atherosclerosis Osteoarthritis Osteoporosis Pain Mood Depression Anxiety Asthma Bronchitis Emphysema Prostate Colon Breast Overweight Diabetes Obesity Hypertension Congestive heart failure

Cardiovascular diseases

Body image Cognitive function

10 Percent of Canadians have Type 2 Diabetes – 2013 3.5 million Canadians! X 6 = 21 million doctor visits

X10 for USA

30 Percent of Canadians have Type 2 Diabetes – 2063 19.1 million Canadians! 115 million doctor visits (5X increase)

Physical inactivity and bone.

Active Inactive 1 3 4 5 6 7 2 1 3 4 5 6 7 2

Canada: a Spectator Society

Obesity and Olympic Performance

R² = 0.93

5 10 15 20 25 30 10 20 30 40 50 Obesity (%) Medal Count Per Year 5 10 15 20 25 30 35 40 45 5 10 15 20 25 30 1970 1980 1990 2000 2010 2020 Medal Count Obesity (%) Olympic Year / Quadrennial

Obesity (>30 BMI) Medals

4th International Physical Literacy Conference Moving Forward Together May 7-10, 2019 Winnipeg, Manitoba, CANADA

COMPETENT CONFIDENT MOTIVATED & ENJOY MOVING

“No matter how many sidewalks we build, no matter how many parks we construct, no matter how much we urge people to get involved with physical activity, they simply won’t do it unless they have the ability, confidence, and desire to be physically active. That’s where physical literacy comes in.”

American Surgeon General, Vivek Murthy (Murthy, June 27, 2015)

Literacy is crucial to the

acquisition, by every child, youth, and adult of essential life skills which is an indispensable means for participation in the world. active Physical

The value of physical education (or physical literacy) has proven its worth to the extent that recognition, and often requirement, is exacted for graduation from grammar and high schools. Games, climbing, walking, dancing and manual

• ccupations such as carpentry, building and so on, all

conduce to physical literacy: that is to a disciplined command over the body. God gave the child the instinct to play; man must provide the playground. Public schools are responsible for physical literacy as well as mental literacy. Physical illiteracy is on an increase in this country. In the future it will be increasingly more difficult for boys and girls to live physically well and to keep fit. 1933

1937 1937 1931

We must prepare for physical literacy as well as for mental literacy. A physically fit America becomes more necessary with modern mechanical inventions. 1930

Literacy Model “Skill Based Literacies”

Literacy

• ABC
• Words
• Sentences

Music

• Do-re-mi
• Scale
• Score

Numeracy

• 123
• Fractions
• Equations

Physical Literacy

• Movements skills
• Sequences
• Tasks

.

Competence in Movement Skills are the building blocks of Physical Literacy

. Highly limited Land Based Movement Vocabulary Competency in Multi-environment Movement Skills Competency in Basic Land Based Movement Skills (PLAY Fun)

Competency Context Journey Power

Effective Physical Literacy Policy for Health Policy, Sport, Recreation, and Education

Physical Literacy

Environments (Physical and Social)

Comprehensio n Confidence Motivation Enjoyment Awareness Selection Sequencing Modification

Activity Participation Fitness

(social, physical, mental)

Movement Vocabulary Movement Creativity Durability

Motor Competence Symmetry

Free Play

Confidence Motivation Participation Movement Competence

Physical Competence Psychological Psychological Behavioral

The Physical Literacy Cycle

Enjoyment & Social Connection

PHYSICAL LITERACY ≠ FITNESS

PHYSICAL LITERACY ≠ PHYSICAL ACTIVITY

PHYSICAL LITERACY ≠ PHYSICAL EDUCATION

Confidence Motivation Participation Competence

Successes Failures

Talent! Free Play Creativity Ownership

Quality Physical Literacy Experiences

• Increase awareness (kinesthetic and spatial)
• Increase competence in movement skills
• Increase competence in sequence movement skills
• Increase competence in modifying skills for circumstances
• Increase the repertoire of movement skills
• Decreased asymmetry from right to left
• Increase competence in decision making in movement skill selection
• Increase confidence
• Increase motivation
• Decrease social inhibition
• Increase comprehension of movement terms
• Lead to increased participation leading to increased fitness and

performance

• Lead to increased participation leading to improved mental and physical

health

• PL IS NOT Physical Activity
• PL IS NOT Fitness

Quality Physical Literacy Experience Social Psychological Physiological Biomechanics Performance Nutrition Outcome

• Eudemonia

“flourishing”

• Meaningful

Participation Recreation Sport Vocation Performance Arts Early Childhood Educators At School Physical Education Rehabilitation Medicine Physical and Mental Health Justice Employment …

The NEW MODEL for Intervention

Military Education Early Childhood Education Government Health Care Sport Recreation Vocation Performance Arts Justice Immigration Children / Parents / Adults

Physically Literate People Live in Physical Literacy Enriched Communities PEOPLE PLACES PROGRAMS

Winnipeg, March 17 & 18, 2017 109 and 130 hip & wrist fractures due to slips on ice.

Winnipeg, March 8, 2017 37 Adverse Cardiac Events – 14 Deaths >125 back injuries

Durability

“The ability to endure”

• -- Ability to Participate ---
• Endure training, endure in

sport, and life

• Includes both MENTAL and

PHYSICAL characteristics

• Is a positively framed

concept

• Is an inclusive term

– Fitness & exercise – Physical literacy – Motor control – Biomechanics – Nutrition – Sleep, rest, recovery and regeneration – Psychological – Injury prevention – Awareness and hazard detection – etc

ACTIVE PARTICIPATION SAFETY THRIVE MEANINFULLY PARTICIPATE

ACTIVE PARTICIPATION SAFETY

Non-communicable Disease Productivity Physical Injury

Fractures ACL Back Injury Drowning Concussion …

Psychological Injury

Social Inhibition Social Isolation Fear Identity Crisis Resilience Self-Esteem Self-Efficacy Motivation Confidence

PE Curricular Motor Competence Expectations

Kick a ball (Proficiency, mean 95% CI) Boys, n=2938 Girls, n=2835 My Personal Best, 2014

KICKING COMPETENCE

BOYS GIRLS

Boys, n=2938 Girls, n=2835 Overhand Throw (Proficiency, mean 95% CI) My Personal Best, 2014

THROWING COMPETENCE

BOYS GIRLS

Motor Competence in Curricular Linked Skills (n=15,773, My Personal Best, 2014-16)

Female > Male Male > Female Locomotor Transport Body Control Object Manip

ACL injury

• Young female soccer players are at 4-6 x greater risk of ACL injury

than their male counterparts (Filipa et al., 2010; Hewett et al., 2010).

• In non-contact ACL ruptures,:
• females are more than twice as likely to injure the ACL of

their non-dominant side as their dominant side

• 2-3 times more likely to injure their non-dominant side ACL

than are males (Brophy et al., 2010)

• Males show no significant relationship between lower limb

dominance and ACL injury in non-contact incidents

http://rebuildingchampions.com/acl-injuries-common-among-athletes-2/

Confidence in Performing Activity

Confidence in activity (mean 95% CI) Boys, n=2938 Girls, n=2835

HAPPINESS and PHYSICAL ACTIVITY

Unhappiness Threshold Female Male UNHAPPINESS THRESHOLD

0,00 2000,00 4000,00 6000,00 8000,00 10000,00 12000,00 14000,00 16000,00

20,00 30,00 40,00 50,00 60,00 70,00 80,00 90,00 100,00

Average Daily Step Count Average Motor Competence (PLAY Fun, 18 movement tasks)

Developing Competent Proficient

Adult Target Active Adult Active Youth

Motor Competence and Physical Activity

Grade 8, n=97

PHYSICAL LITERACY IS THE GATEWAY TO ACTIVE PARTICIPATION

73

Hi PL (n=44) Lo PL (n=57)

Physical Self-Description Questionnaire (PSDQ) (maximum of 6) Health 4.93 (0.68) >NS 4.60 (1.03) Coordination 4.82 (0.81) >** 4.08 (0.94) Physical activity 5.37 (0.69) >** 4.14 (1.32) Body fat 5.37 (0.83) >** 4.32 (1.53) Sports competence 4.93 (0.80) >** 3.73 (1.33) GP self-concept 5.24 (0.71) >** 4.10 (1.20) Appearance 4.83 (0.78) >* 4.28 (0.94) Strength 4.66 (0.99) >** 3.74 (1.13) Flexibility 4.21 (1.13) >NS 3.81 (1.20) Endurance/fitness 4.89 (0.98) >** 3.57 (1.27) Global self-esteem 5.44 (0.46) >** 4.87 (0.81)

Perception of Competence & Self-Esteem

DOES PHYSICAL LITERACY, ACTIVITY, BMI OR FITNESS PREDICT RESILIENCE IN YOUTH?

N=192 Grade 5, 5 schools Winnipeg Low SEFI Postal Code Split CYRM 12 @ 29

Low

Predicted Low Normal Low 13 15 Normal 4 57

79% accurate prediction of resilience by physical literacy! P < 0.001

PE PL PE COMP PARENT COMP SELF PARTICIPATE SELF PL

Fitness, BMI and physical activity participation does not predict resilience.

Resilience

A COMMUNITY (A NATION) VALUING MOVEMENT IS THE BRIDGE TO PHYSICAL & HEALTH LITERACY FOR ALL

• Dr. Amanda Visek

Movement Preparation

A component of training to enhance performance and durability.

Physicalliteracy.ca

Movement Preparation

Objectives

• 1. enhance performance
• 2. enhance durability

Using well established scientific based principles of training the physiology and psychology of the player, and rooted in concept of physically literacy.

How is MP different than warm-up?

• Initially, we used warm-up and cool-down approaches to prepare

body for immediate action (game or training) – literally warming the body or “breaking a sweat” in the early years.

• Then we progressed to dynamic warm up which really focused on

prepping both the muscles (heart and skeletal) and brain for immediate action.

• At this stage, the term “neuromuscular” training arose to recognize

that preparation is both brain and muscle.

• MP is a term which embodies both warm-up and dynamic warm-up

concepts (brain and muscle training), but also adds the dimension

• f accumulatingbenefit. MP is not just for the immediate activity.

Warm-up Dynamic Warm-up Movement Preparation

A matter of life and death. It is SOCIAL Innovation & Revolution.

Play.physicalliteracy.ca

Why measure Physical Literacy?

• Research

– Scientific study, answering a question, requires ethics

• Program evaluation

– Does programming or the environment in recreation, sport, education, early childhood education, performance arts impact physical literacy?

• Assessment for learning

– Formative Assessment – Goal setting and re-evaluation

• Assessment of learning

– Were specific objectives related to programming achieved

• Awareness, Engagement, & Marketing
• Population Surveillance

– What is the status of the population and sub-populations in terms of physical literacy?

• Normative Standards
• Relating to other measures

– Fitness, Body Comp, Psychological (resilience, etc), social, safety, NCD, etc

Physical Literacy Domains Physical

• Motor Competence
• Environments

Psychological (Cognitive/Affective)

• Motivation
• Confidence
• Comprehension
• Self-efficacy
• Enjoyment
• etc

Behavioral

• Participation
• Social

Creativity

PLAY Tool Suite (8 tools)

PLAY Fun

Motor Competence (18 skills)

• PE Curricular linked

Confidence Comprehension of terms

– PLAY Basic (5 skills) PLAY Creativity Perception of PL

PLAY Self PLAY Parent PLAY Coach PLAY PE

Participation/ Behavior PLAY Inventory

Number of physical activities

Environmental Participation

New PLEA – environmental assessment K PLAY – kindergarten A PLAY – adapted population

PE Curricular Motor Competence Expectations

PLAY Tools

• Were developed at the University of Manitoba using the

COSMIN health instrument checklist, and deployed by Canadian Sport for Life.

• Originally designed for research but have excellent utility for

program evaluation, and various other purposes.

• The tools have very good to excellent reliability (test-retest,

inter-rater reliability ICC=0.93), good concurrent validity, are easy to interpret and are very sensitive to change.

• The PLAY tools can be used over a wide range of ages (4 years to
• lder adult).

PLAY Tools

Each Tool has:

• Workbook
• Form
• Score sheet
• Tracking Sheet
• Calls-to-action
• Website Section

www.physicalliteracy.ca

Play.physicalliteracy.ca

• Online data entry for

– PLAY Fun, PLAY Basic and PLAY Self

• Register as a Leader
• Add your participants & create groups
• Track progress over time
• Includes reporting on groups and individuals

Physical Literacy Training Guidelines

• Strength training guidelines
• Endurance training guidelines
• Aerobic training guidelines
• Flexibility training guidelines
• Speed, Agility and Quickness guides
• Body composition guidelines
• PHYSICAL LITERACY GUIDELINES

– Motor control principles – Not equivalent to any of the existing guidelines

PLAY FUN

COMPETENCE CONFIDENCE COMPREHENSION 18 Skills/tasks

PLAY Fun/Basic

• Motor Competence assessed using a 100 mm Visual Analogue Scale
• Rapid assessment using holistic rubric
• Separated into halves:

– Over 50: Acquired – Under 50: Developing

• Developing

– The first two quadrants represent the skill developing

• Initial 0-25
• Emerging 26-49
• Acquired

– Competent

• 50-75 entry level competence

– Proficient

• 76-100 Mastery

100

100 mm ✗ 48

PLAY FUN EVALUATION

PLAY FUN ASSESSMENT

– Can evaluate 2-4 children simultaneously with 2 evaluators – One evaluator provides instructions and evaluates (up to 3) – One evaluator solely evaluates (up to 3) – One additional individual is required for classroom management of other children – Space – for grade 5 children roughly a 5 by 5 meter area – 4 cones

PLAY CREATIVITY

PLAY SELF

PLAY SELF

PLAY Self

 Provides: ▪ Self-report of a child’s own

perceived physical literacy and related domains

▪ Separated into 3 sections 1.

Participation in environments

2.

Sub-domains of PL

• (self-efficacy, confidence,

comprehension, worry, eagerness, etc)

3.

Relative importance of literacy, numeracy and physical literacy

PLAY PARENT

PLAY PE

PLAY INVENTORY

PLAY Inventory

• Provides:

– #of active skills – Environments – Type of activities

• Team/individual
• Intensity level
• Environment
• Competitive/

Non-competitive

PLAY COACH

PLAY Coach

• Surrogate assessment
• Mini-PL motor

competence assessment (subjectively)

PLAY Parent

• Scale used is parent

friendly (L, M, H)

• Overlapping

constructs with PLAY Self & Coach

PLAY Fun – Motor Competence

Difference at Endpoint; Grade 5; sexes combined

Run a square Run there and back Run jump and land on two feet Crossovers Skip Gallop Hop Jump Overhand throw Strike with a stick One handed catch Hand dribble Kick ball Foot dribble Balance forward Balance backward Drop to ground & Up Lift and Lower

Locomotor Transport Manip Upper Manip Lower Balance Body Control

2 4 6 8 10 12

Play.physicalliteracy.ca