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Examining the knowledge base and level of confidence of early childhood educators in physical literacy and its application to practice Buckler, E. Jean; Bredin, Shannon S. D.

Abstract

Early childhood is an opportune time to develop physical literacy, acquire movement skills, and promote physical activity. Little is known about early childhood educators’ competence and confidence in physical literacy knowledge and its application to practice. The purpose of this research was to examine the competence and confidence of early childhood educators in physical literacy, and to determine whether exposure to information in this area influences their confidence level. A total of 85 participants completed an online survey. Physical activity knowledge was high; however, error detection and correction knowledge was lower, with high variability in responses. Mean confidence rating (out of 10) was lowest for locomotor skill error detection and correction (6.4±1.8) and highest for physical activity promotion (7.7±1.6). Confidence in movement skill development decreased significantly pre- to post-survey (p<0.001); highlighting a potential “topic exposure” effect. These findings demonstrate the need for physical literacy training for early childhood educators

Item Metadata

Title
Examining the knowledge base and level of confidence of early childhood educators in physical literacy and its application to practice
Creator
Buckler, E. Jean; Bredin, Shannon S. D.
Date Issued
2018-09-06
Description
Early childhood is an opportune time to develop physical literacy, acquire movement skills, and promote physical activity. Little is known about early childhood educators’ competence and confidence in physical literacy knowledge and its application to practice. The purpose of this research was to examine the competence and confidence of early childhood educators in physical literacy, and to determine whether exposure to information in this area influences their confidence level. A total of 85 participants completed an online survey. Physical activity knowledge was high; however, error detection and correction knowledge was lower, with high variability in responses. Mean confidence rating (out of 10) was lowest for locomotor skill error detection and correction (6.4±1.8) and highest for physical activity promotion (7.7±1.6). Confidence in movement skill development decreased significantly pre- to post-survey (p<0.001); highlighting a potential “topic exposure” effect. These findings demonstrate the need for physical literacy training for early childhood educators
Subject
gross motor development; professional development; physical domain; motor domain
Genre
Article; Postprint
Type
Text
Language
eng
Date Available
2024-07-24
Provider
Vancouver : University of British Columbia Library
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International
DOI
10.14288/1.0444800
URI
http://hdl.handle.net/2429/88684
Affiliation
Education, Faculty of; Kinesiology, School of
Citation
Buckler, E. J., & Bredin, S. S. D. (2018). Examining the knowledge base and level of confidence of early childhood educators in physical literacy and its application to practice. Early Years, 41(2–3), 202–217.
Publisher DOI
10.1080/09575146.2018.1514488
Peer Review Status
Reviewed
Scholarly Level
Faculty; Graduate
Rights URI
http://creativecommons.org/licenses/by-nc-nd/4.0/
Aggregated Source Repository
DSpace

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Attribution-NonCommercial-NoDerivatives 4.0 International