Physical Literacy 101

Task - Juggling

Objectives • Identify the components of physical literacy. • Identify the factors that can improve physical

literacy.• Understand factors that are required to improve

physical literacy across the lifespan and in various sectors.

• Initiate the process of identifying your role in developing physical literacy.

• Learn about various tools and resources that can assist with developing physical literacy.

Background – The Need!

Playgrounds empty!Unstructured play is EXTINCT! Gone the way of the dinosaur.

“Come home when the street lights come on!” never to be heard again!

“Walk to School” has been eradicated in ONE

generation. 2000 steps a day gone.

Physical inactivity and bone.

Active

Inactive

1 3 4 5 6 72

1 3 4 5 6 72

Osteoporosis

Cancer Type 2 Diabetes

Depression

Osteoarthritis

Eat Well and Exercise Regularly

Health Care Losing!

1961

1966

1971

1976

1981

1986

1991

1996

2001

2006

2011

666870727476788082

Year

Life

Exp

ecta

ncy

The biological origins of disease (sedentary behavior and over-consumption of food) have started to outstrip the ability of our health care system to cope.

THE first statistical decline in life expectancy of Canadians since 1961!

“UNBALANCED” BUDGETS• Health Care 5 billion $ per million

people• Education & Literacy 2.3 billion $ per million

people• Sport 40 million $

per million people• Tourism & Recreation 61 million $ per million

people• Healthy Living 57 million $ per

million people

BORN TO MOVE

• Better brain • Better muscle • Better bone • Better heart • Better body• Better social life • Better psychology• Low burden on health care• More productive

Task - Agility

What is it?

http://youtu.be/HfBYGV8DrOo

Individuals who are physically literate move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person.

PHE Canada, 2015

PHYSICAL LITERACY IS THE ABILITY TO DEMONSTRATE

PHYSICAL PROFICIENCIES IN MULTIPLE ENVIRONMENTS.

DEAN KRIELLAARS

Literacy ModelNumeracy

• 123

• Fractions

• Equations

Physical Literacy

• Fundamental movements

• Sequences

• Tasks

Music

• Do-re-mi

• Scale

• Score

Literacy

• ABC

• Words

• Sentences

Physical Literacy

Diversity Environme

nts (Physical & Social)

Comprehension

Confidence Motivation

Awareness Selection

Sequencing Modification

Activity

Participation

Fitness

Movement Vocabulary

Creativity

Durability

ErrorReduction

Motor Competence

Physicalliteracy.ca

Motor control errors Selection errorBilateral asymmetry

Free Play+

FMS

Developing Motor Skills Brain or neural training Repetition based learning

• Intrinsic feedback • Extrinsic feedback

Motor mimicry – we are built to mimicAvoid a motor control error – some will

injure a person. Instilling Confidence

Source Google Images: http://goo.gl/GPIyyP

Physical Literacy Delivery Sectors

SchoolRecreation Sport, Coaching, Ex Pro

Who is not here?

Who is not here?

Health

PL Enriched EnvironmentBuilding Physically Literate Children

Caring & Trained Adults

TYPES OF FUNDAMENTAL MOVEMENT SKILLS

RunningJumpingSwimmingSliding / Skating

LOCOMOTOR

SendingReceivingDribblingStriking

OBJECT

AgilityBalanceCoordinationSpeedRhythm

BODY

HOPP

IN

Spin SkateWa d d l e

GallupBunt

Back

ward

Backward roll

Bat

Turn Trap

Side

AND THESE…?

JUMPINSkipping

Hang Roll

Can

ter

HurdleHit

G

SlideKi

ck

Ground Water Ice/

Snow Air

Body P P P P Locomotor P P P P Object P P P P

PHYSICAL LITERACY IN A RANGE OF ENVIRONMENTS

INDOORS

OUTDOOR

S

Daily Living Activities

VocationSport & Recreation

Physical Literacy

Physical literacy: a journey not a destination.

Physical Literacy Across the Lifespan and Sectors • Sport & Recreation

– Fundamental Movement Skills – General Movement Sequences – Performance in sports

• Vocational – Firefighter, armed services, dry waller, iron worker, underwater

welder, etc. • Activities of Daily Living

– Garden, paint, hammer, walk on slippery surfaces, etc.• Injury Prevention

– Lift, carry, transfer, lower – back injury in the workplace– Falls, stumble recovery, landing – wrist and hip fractures in the

elderly– ACL: Female to Male ratio is 6:1, physical literacy related!Physical literacy is a critical part of

being a human being. Period.

A journey not a destination.

• Teaching Style - the way an activity is delivered can have an impact on how it is received

Examples: use appropriate language for the group use visuals and demonstrations use a buddy system provide choice through exploration use appropriate physical assistance - guide keep instructions short and to the point check for understanding

Think TREE

• Rules - may be simplified, changed and then re-introduced as the skill level increases.

Examples: allow for multiple bounces in a game like tennis allow for multiple hits or a bounce in a game add different levels increase opportunities to be successful vary passing styles for example, bouncing, rolling, or tossing instead

of overarm throw add competitive elements add social elements

Think TREE

• Equipment – can be changed/modified to meet the needs of the group.

Examples: use lighter bats or racquets use bats or racquets with shorter handles use lighter, bigger and/or slower bouncing balls use balls with bells inside use balloons with rice inside use brightly coloured equipment use balls/objects of different textures

Think TREE

Think TREE

• Environment – changing the area/surface to meet the needs of the group.

Examples: reduce or increase the size of the playing area or court use a smooth or indoor surface rather than grass lower heights – volleyball, tennis, basketball, etc. use visible markers and equipment – florescent balls, white markers

on grass use zones in playing areas – players are restricted to their zones minimize distractions surrounding the playing area

Task

Final Thoughts…

safety always comes first have FUN! you can change part of an activity changes do not have to be permanent it may not be necessary to modify the game’s rules or equipment for

everybody – it may only require a change for one person

Being inclusive… ask individuals what would improve the game for them and/or how

their involvement could be increased provide options they could choose from to encourage ownership

Mark Verbeek – mverbeek@hwdsb.on.ca