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Special Issue "Developing Physical Literacy in Children"

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A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Global and Public Health".

Deadline for manuscript submissions: 25 October 2023 | Viewed by 2611

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Special Issue Editor

Dr. Liz Durden-Myers

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Guest Editor

School of Education and Humanities, University of Gloucestershire, Cheltenham GL50 2RH, UK
Interests: physical literacy; physical education; physical activity; health and wellbeing

Special Issue Information

Dear Colleagues,

Physical literacy is increasing in popularity in both policy and practice in the fields of sport, health, education, and recreation in several countries around the globe. Whilst physical literacy is a concept applicable throughout life, significant attention has been given to providing the foundations for a full, physically active, and flourishing life.

This Special Issue will focus on how physical literacy can be developed in children and youth sharing leading research and practice from across the world and from a range of contexts. Early positive physical activity experiences have the potential to support the development of physical literacy. Sharing examples of and guidance on how to nurture physical literacy in children and youth from a range of sectors is much needed within the field. Providing physical-literacy-informed physical activity experiences in children and youth can instill a lifetime love of physical activity. We invite contributions from research and practice to share expertise in how physical literacy can be developed within the populations of children and youth.

Dr. Liz Durden-Myers
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

childhood
adolescence
physical activity
child development
health

Published Papers (3 papers)

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Research

Open AccessArticle

Piloting the Virtual PLAYshop Program: A Parent-Focused Physical Literacy Intervention for Early Childhood

and

Children 2023, 10(4), 720; https://doi.org/10.3390/children10040720 - 13 Apr 2023

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Abstract

The PLAYshop program is a parent-focused physical literacy intervention for early childhood. This single-group mixed-methods pilot study aimed to explore the feasibility of virtually delivering and assessing the PLAYshop program. The virtual PLAYshop program included a virtual workshop, resources/basic equipment, and two booster emails (3-week and 6-week follow-up). Data on 34 preschool-aged children (3–5 years) and their parents from Edmonton and Victoria, Canada, were collected via an online questionnaire, virtual assessment session, and interview at single or multiple time points (baseline, post-workshop, 2-month follow-up). Intraclass correlation coefficients (ICCs), paired t-tests, repeated measures ANOVAs, and thematic analyses were conducted. Regarding feasibility, most parents (≥94%) were satisfied/extremely satisfied with the virtual workshop and planned to continue physical literacy activities post-workshop. The virtual assessment protocol for children’s fundamental movement skills (FMS; overhand throw, underhand throw, horizontal jump, hop, one-leg balance) was feasible, with high completion rates (>90%) and reliable scoring (ICC = 0.79–0.99). For positive changes in potential outcomes, a medium effect size was observed for children’s hopping skills (d = 0.54), and large effect sizes were observed for several parental outcomes (partial η² = 0.20–0.54). The findings support the feasibility and potential positive outcomes of the virtual PLAYshop program. A larger randomized controlled efficacy trial is recommended. Full article

(This article belongs to the Special Issue Developing Physical Literacy in Children)

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Open AccessArticle

A Bibliometric Analysis of Physical Literacy Studies in Relation to Health of Children and Adolescents

Javier Urbano-Mairena

Antonio Castillo-Paredes

Laura Muñoz-Bermejo

Ángel Denche-Zamorano

Jorge Rojo-Ramos

Raquel Pastor-Cisneros

and

María Mendoza-Muñoz

Children 2023, 10(4), 660; https://doi.org/10.3390/children10040660 - 30 Mar 2023

Viewed by 558

Abstract

Regular physical activity (PA) is an essential component of maintaining good health, thereby improving the physical and psychological well-being of the population. PA performed during childhood and adolescence can have repercussions in adulthood, contributing to the prevention of chronic activities and improving quality of life. Given its high relationship with PA, physical literacy could play a crucial role in valuing and participating in a physically active lifestyle, thus addressing low rates of PA participation from an early age. This bibliometric analysis provides a globalized view of physical literacy (PL) and its relationship with health, pathologies, prevention, or intervention among children and adolescents. Publications registered on Web of Science were analyzed using bibliometrics based on data from 141 documents published between 2014 and 2022, while the VOSviewer software v. 1.6.18. was used for the processing and visualization of the data and metadata. The results show an exponential growth in scientific research over the last 8 years, with an accumulation of documents in four journals and a distribution of publications spanning thirty-seven countries and regions. The network of researchers consists of 500 researchers, with the largest number of publications corresponding to 18 co-authors with at least 5 publications. The principal purpose of this research was to identify the most prolific co-authors, most-cited journals and co-authors, and the most relevant keywords. Full article

(This article belongs to the Special Issue Developing Physical Literacy in Children)

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Open AccessArticle

A Nature’s Way—Our Way Pilot Project Case Assemblage: (Re)Storying Child/Physical Literacy/Land Relationships for Indigenous Preschool-Aged Children’s Wholistic Wellness

Kathryn Riley

Amanda Froehlich Chow

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Children 2023, 10(3), 497; https://doi.org/10.3390/children10030497 - 02 Mar 2023

Viewed by 820

Abstract

Physical literacy (PL) is gaining more attention from educational policy-makers, practitioners, and researchers as a way to improve health and wellness outcomes for children and youth. While the development of PL is important for early years children, there is limited attention in the literature that explores the political, cultural, and social discourses imbued in colonialism that implicate how PL is actualized in Indigenous early childhood education (ECE) contexts. This case assemblage explores how the culturally rooted, interdisciplinary, and community-based PL initiative, Nature’s Way–Our Way (NWOW), negotiated movement with three early childhood educators in the pilot project with an early childhood education centre (ECEC) in Saskatchewan, Canada. Through postqualitative approaches to research, this case assemblage adopts new materialist methodologies to show how the natural order of knowing in movement was disrupted through moments of rupture generating stories of PL to encompass radical relationality with land. As land becomes a vital and lively part of PL storying, it can function as an important protective factor for Indigenous preschool-aged children’s wholistic wellness. Full article

(This article belongs to the Special Issue Developing Physical Literacy in Children)

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