20 Physical Activity

Becker, D. R., Grist, C. L., Caudle, L. A., & Watson, M. K. (2018). Complex physical activity, outdoor play, and school readiness among preschoolers. Global Education Review, 5(2), 110-122. Retrieved from https://doaj.org/article/b890f37c8b5d45f3bddc2ff8fa05e1fc

The journal article suggests that an outdoor environment that encourages the child to be physically active, and promotes activities that include a combination of aerobic movement and complex motor skills, allows for social interactions and can be connected to school readiness among preschoolers.

Go2play (May 2017). Play champions toolkit: A guide for developing young play champions in primary schools. Retrieved from https://www.inspiringscotland.org.uk/wp-content/uploads/2017/05/Play-Champions-Toolkit-2016-web.pdf

This 46 page .PDF Toolkit is designed to focus on engaging school-age children in more activity that is playful within their school day. It includes a program that can be used to support children to become leaders of play. The benefits of play and physical activity are also included.

Hyndman, B., Benson, A., & Telford, A. (2016). Active play: Exploring the influences on children’s school playground activities. American Journal of Play, 8(3), 325-344. Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1108796

The article reviews research on children’s active play and explores its influence on school playgrounds. Studies of individual and social play are reviewed to explore the effect of physical environments on active play, and the impact of school policies on children’s active play on school playgrounds.

Little, H., & Sweller, N. (2014). Affordances for risk-taking and physical activity in Australian early childhood education settings. Early Childhood Education Journal, 43(4), 337-345. doi:10.1007/s10643-014-0667-0

This journal article reports findings of an on-line survey examining resources, spaces, and affordances for physical activity (PA) at 245 Australian ECE centres. Findings indicate that centres were generally well resourced to promote physical play and provide a diverse range of experiences that support PA and motor development, although varied in terms of opportunities for risk-taking in play. Most respondents believed the environment at their centres supported children’s engagement in moderate to vigorous PA, however, regulatory restrictions relating to recommended height limits on climbing apparatus and having insufficient space were identified as factors limiting opportunities for challenging, physically active play. Outdoor space and teacher support are identified as important factors in childhood settings to promote PA and risk-taking.

ParticipACTION. (2018). Report card. Retrieved from https://www.participaction.com/en-ca/resources/report-card

Is the most comprehensive report card on the physical activity of Canadian children and youth. Results indicate that, “Canadian kids need to move more to boost their brain health”. The report synthesizes multiple sources of data, including peer-reviewed research to determine evidence-informed grades across 14 health indicators. Physical activity and outdoor play helps children with physical development and positive mental health. Results indicate that 51% 5-17 years old and 76% 3-4 years olds are more interested in television and video games and are not the Canadian 24-hour movement guidelines.

Veiga, G., Neto, C., & Rieffe, C. (2016). Preschoolers’ free play – connections with emotional and social functioning. International Journal of Emotional Education, 8(1), 48-62. Retrieved from https://ezproxy.mohawkcollege.ca/login?url=https://search-proquest-com.ezproxy.mohawkcollege.ca/docview/1788745450?accountid=39951

This study aims to examine whether free play will help prevent disruptive behaviours and if children’s physical activity impacts their social and emotional development.