Physical Literacy and its importance in children
Physical literacy is the development of fundamental knowledge, skills and abilities that allow someone to move with confidence and control, in a vast range of physical activities and sport contexts. Physical literacy concerns:
Core abilities like strength, balance, coordination and flexibility
Movement skills like wheeling, changing direction and stationary movements
Specific sport skills that get used in game and play situations like passing, striking and shooting
Ability to understand what is going on around them in an activity setting and react appropriately to those events
Work effectively with others to achieve common goals
Children must experience multiple activity opportunities in a variety of settings and situations in order to fully develop their physical literacy skills. The proper development of these fundamental skills in children has many positive outcomes, most importantly that of improved long term health and independence.
Physical literacy for children with a disability is equally, if not more important, than for kids without disabilities. Many of the skills they learn here are directly applicable to the real world environment they face in their daily lives. These physical literacy skills become important to their daily lives so that they can have fun with their peers, participate in school and recreation programs and compete in sport later in life if they choose.
It is also important for other children and parents to become comfortable with the inclusive environment. Because children learn so much by teaching and mentoring each other, a novel opportunity for both the child with a disability and the able bodied peer arise.
Skills will develop over time and can be identified by certain checkpoints. The stage any skill is at can be identified by which checkpoints have been met. Not all skills will end in mastery so short and long term goals should take this into consideration. The speed of this progression can vary from one individual to the next and one skill to the next.
Skill Development Checkpoints
Introduction : The individual is not aware of the skill when asked (make sure it is not simply a question of language).
Assisted: The individual can perform basic elements of the skill with cues and assistance from a facilitator.
Independent: The individual can perform the skill without assistance but may have trouble with certain aspects of the skill or when asked to perform the skill within the context of an activity.
Advanced: The individual performs the skill automatically and proficiently as part of activities in moderately fast and dynamic situations.
Mastery: The individual is able to perform the skill at high speeds, proficiently, in complex situations and is able to adapt to novel challenges.
Excerpt from Let’s PLAY
