PL Physical Literacy AY Assessment for Youth
CS4L PHYSICAL LITERACY parentCS4L PLAYparent Workbook 1 TABLE OF CONTENTS
What is Physical Literacy? 4 What is PLAY? 5 What is PLAYparent? 6 PLAYparent Workbook 7 Physical Literacy Visual Analog Scale (VAS) 8 Cognitive Domain: Confdence, Motivation and Comprehension 9 Framework 9 Question 1. Confdence to participate in physical activity and sport 9 Question 2. Motivation to participate in physical activity and sport 10 Question 3. Understands movement terms like skip, gallop, hop and jump 10 Question 4. Desire to participate in activities alone 11 Question 5. Desire to participate in activities with others or in groups 11 Question 6. Knowledge related to healthy physical activity 12 Scoring & Calls-to-action 13 Motor Competence 14 Locomotor 14 Framework 14 Question 7. Coordination when moving 14 Question 8. Safety while moving in the environment relative to others 15 Question 9. Number of movement skills acquired 15 Question 10. Ability to balance during movement 15 Question 11. Ability to run 16 Question 12. Ability to start, stop and change directions 16 Scoring & Calls-to-action 17
Object Control 18 Framework 18 Question 13. Ability to use hands to throw, catch and carry objects 18 Question 14. Ability to use feet to kick or move objects 19 Question 15. Left side is as capable as the right side 19 Scoring & Calls-to-action 21 Environment 22 Framework 22 Question 16. Amount of participation in water activities 22 Question 17. Amount of participation in indoor activities 22 Question 18. Amount of participation in outdoor activities 23 Question 19. Amount of participation in snow/ice activities 23 Scoring & Calls-to-action 24 Developing Physical Literacy Warm-up 26 Fitness 27 Framework 28 Question 20. Overall ftness level 28 Calls-to-action 28 PLAYparent Physical Literacy Score 29 Key Ideas 30 PLAYparent Form 31 PLAYparent Score Sheet 32 PLAYparent Tracking Sheet 33 CS4L What is Physical Literacy?
PHYSICAL We know that today’s children and youth are much less active than in the LITERACY past. In the interests of their long term health and wellness, we need to help them become more active and stay active. Te frst step is to help them become physically literate.
Only seven percent of People who are physically literate have But physical literacy is not just about the competence, confdence and learning basic fundamental movement Canadian children get motivation to enjoy a variety of sports skills. Physical literacy is also about enough daily exercise. and physical activities. As a result, they having the competence and confdence are more likely to stay active. to apply your fundamental movement
Physically literate people are more likely skills and fundamental sport skills in new Te average child spends to participate in and enjoy a variety of situations. six hours a day in front sports and physical activities. To make this happen, you need more Individuals are physically literate when than just a wide range of movement of a screen. they have acquired the movement skills skills. You need a proper learning and confdence to enjoy a variety of environment, provided by a parent, sports and physical activities. coach or leader. The environment should encourage free play, new activities, But what is physical literacy exactly? opportunities for working together, Like reading or arithmetic, which freedom to ask questions, and a develop a literary or numerical supportive socio-moral environment. vocabulary, physical literacy develops In schools, once children have begun to a “movement vocabulary” of learn literacy and numeracy skills, they fundamental movement skills are tested and graded on their level of and fundamental sport skills. comprehension. Parents receive report These skills are the basis for moving with cards so they can help improve their competence and confdence in every children’s academic abilities. kind of environment (on the ground, both indoor and outdoor; in and on Shouldn’t we assess their physical water; on snow and ice; in the air). abilities in the same way? This is the purpose behind PLAY.
4 physicalliteracy.ca What is PLAY?
PLAY stands for Physical Literacy Assessment for Youth. It’s a collection PL of workbooks, forms and score sheets, which comprise the tools designed to assess physical literacy in children and youth. AY
PLAY includes these tools: Use the PLAY tools PLAYfun to assess individuals Used by a trained professional* to assess a child in 18 fundamental skills/tasks, such as running, throwing, kicking and balance. aged seven and up PLAYbasic and to track physical A simplifed version of PLAYfun that can be administered quickly by a trained literacy over time. professional in movement analysis to provide a snapshot of a child’s level of physical literacy.
PLAYself Used by children and youth to assess their own physical literacy.
PLAYparent Used by parents of school-aged children to assess their child’s level of physical literacy.
PLAYcoach Used by coaches, physiotherapists, athletic therapists, exercise professionals and recreation professionals to record their perceptions of a child’s level of physical literacy.
PLAYinventory A form used to record and track a child’s leisure-time activities throughout the year.
PLAYself, PLAYparent and PLAYcoach are not skill assessments; they are forms used to supplement the skill assessments, PLAYbasic and PLAYfun.
The PLAY tools were developed by Canadian Sport for Life (CS4L) with the expertise of Dr. Dean Kriellaars, of the University of Manitoba.
*Trained professionals: coaches, physiotherapists, athletic therapists, exercise professionals and individuals trained in movement analysis.
CS4L PLAYparent Workbook 5 What is PLAYparent?
PLAYparent is a form used by a parent to determine their perception of their child's level of physical literacy. It includes questions about the child's ability, confdence, participation and more.
Who can use PLAYparent: As a Parent: Use PLAYparent in As a coach, physiotherapist, athletic PLAYparent should be flled out by conjunction with the PLAY tools used therapist, exercise professional or a parent of a child aged seven and by coaches, exercise professionals, and recreation professional: Ask parents up. This assessment provides one others to create a baseline assessment to fll out PLAYparent so you can gain perspective of a child's level of physical of your child’s current level of physical extra insight into each child’s current literacy, while the other PLAY tools literacy. level of physical literacy. provide perspectives from trained Parents, coaches, exercise professionals, Parents can often provide information professionals and others. and others can then use the baseline about their child’s abilities outside of This information can help identify to create goals for each child and track your activity. positive and negative factors that improvement. afect the child's ability to live an active It’s important that you and your child
lifestyle. agree upon and establish realistic goals To learn more, go to: (where the child wants to be) and a manageable process to reach them. play.physicalliteracy.ca
Physical Literacy Assessment for Youth Directions
IMPORTANT: 1. Read through the PLAYparent Form and answer each question with the help of the t &BDIRVFTUJPOSFGFSTUPZPVS PLAYparent Workbook perception of your child 2. Score your form with the help of the t ćFSFBSFOPSJHIUPS PLAYparent Score Sheet located at XSPOHBOTXFST the back of the workbook t ćFSFJTOPOFFEGPSNFBTVSJOH 3. Take action: Review the list of calls-to- oTJNQMZHJWFZPVSCFTU action in your PLAYparent Workbook or on FTUJNBUFGPSFBDIBOTXFS our website at: t *GZPVEPOhULOPX play.physicalliteracy.ca EPOhUBOTXFS 4. Remember to use the PLAYparent tool along with the other PLAY tools to see all perspectives on your child’s level of physical literacy
6 physicalliteracy.ca PLparent workbook In this section, you'll learn how to use and score the PLAYparent Form, AY and how to match your child's score with the appropriate calls-to-action.
The PLAYparent workbook is divided into 1. Physical Literacy VAS fve subsections: 2. Cognitive Domain 3. Environment 4. Motor Competence a. Locomotor b. Object Control 5. Fitness
*UTBMMBCPVUĕOEJOHXBZT For each sub-section, this workbook As you progress through the workbook, provides a framework to guide you in you will determine a score for each UPFOHBHFUIFDIJMEBOE using the PLAYparent Form. section. Match this score with the list of JNQSPWFUIFJSMFWFMPG The framework describes each calls-to-action. physical literacy. question’s rating system (e.g., what “Low” Each call-to-action suggests solutions and “High” ratings mean), and provides to improve your child’s level of physical examples of how to answer each literacy. 8FBSFEFBMJOHXJUIUIF question. DIJMETXFMMCFJOH BOE UIFZEFTFSWFOPUIJOHMFTT
Please get out your PLAYparent Form and follow along for the upcoming sections. Did you know - some PLAY tools can be flled out online at play.physicalliteracy.ca
CS4L PLAYparent Workbook 7 CS4L Physical Literacy VAS
PHYSICAL "VAS" means Visual Analog Scale. In the frst section of your PLAYparent LITERACY Form, you will use a Visual Analog Scale to score your child's overall level of physical literacy.
Physical literacy is defned as the ability to profciently execute a repertoire of movement tasks in multiple environments. Based on the defnition above, imagine a person who is perfectly physically literate in all fundamental movement skills (skipping, throwing, kicking, skating, swimming, etc.). How does your perception of your child's physical literacy compare to someone with perfect physical literacy? On your PLAYparent Form, place a mark on the line between the two anchors, Not Physically Literate and Perfect Physical Literacy. See the example below.
Physical Literacy VAS Score Example: Not Perfect Physically x Physical Literate Literacy (in millimetres) 0 10 20 30 40 50 60 70 80 90 100
Score This mark was placed at around 70 mm to indicate 70% perfect physical literacy.
"ęFSTDPSJOHUIFPLAYparent7"4 DPOTJEFSZPVSSFBTPOTGPSXIZZPVEPOhUUIJOL UIFDIJMEJTQFSGFDUMZQIZTJDBMMZMJUFSBUF6TFUIJTJOGPSNBUJPOUPIFMQZPVSDIJMECFDPNF Calls-to- NPSFQIZTJDBMMZMJUFSBUF*EFOUJGZTLJMMTUIBUOFFEJNQSPWFNFOUBOETQFOEUJNFXJUI Action ZPVSDIJMEEFWFMPQJOHUIFTFTLJMMTUISPVHIBDUJWFQMBZ 0ODFZPVIBWFĕMMFEPVUUIFPLAYparent'PSNZPVXJMMEFUFSNJOFUIFPLAYparent 1IZTJDBM-JUFSBDZ4DPSFGPSZPVSDIJME$PNQBSFZPVSSFTVMUTGSPNUIF7"44DPSF to the PLAYparent 1IZTJDBM-JUFSBDZ4DPSF&WFOJGCPUITDPSFTEPOhUMJOFVQ UIFJS DPNQBSJTPOJTNFBOJOHGVMCFDBVTFPOFTDPSFNBZJEFOUJGZJNQPSUBOUDBMMTUPBDUJPO that the other did not.
7JTJUUIFTFQIZTJDBMMJUFSBDZMJOLTGPSNPSFJOGPSNBUJPO tQIZTJDBMMJUFSBDZDB tQMBZQIZTJDBMMJUFSBDZDB tQIZTJDBMMJUFSBDZDB1-*1 tQIZTJDBMMJUFSBDZDB8BSNVQ tDBOBEJBOTQPSUGPSMJGFDBSFTPVSDFTEFWFMPQJOHQIZTJDBMMJUFSBDZ 8 physicalliteracy.ca Cognitive Domain: Confdence, Motivation and Comprehension Children need to understand movement terms like skip, jump and hop. If they don't, they will be less likely to participate in activites that uses those terms. Motivation to participate comes from encouragement, adequate motor skill abilities, and a safe and welcoming environment. Te more a child participates, the more confdent they become; conversely, if they don't participate, they will begin to lack confdence and self-esteem. A child with a diverse movement vocabulary will be more motivated to participate in physical activity and maintain an active lifestyle.
Framework The Cognitive Domain Score is based on the following questions and their rating systems:
3BUJOH4ZTUFN Low: )JHI Q1 t 3FMVDUBODFUPQBSUJDJQBUFJOOFX t %FNPOTUSBUFTBXJMMJOHOFTTUP activities participate Confdence to t 4UBZTXFMMXJUIJOUIFJSDPNGPSU[POF t 8JMMJOHUPMFBSOGSPNQBSUJDJQBUJPO participate in t "WPJETHSPVQTJUVBUJPOT even if they may be unsuccessful physical activity and sport t .BZBQQFBSVODFSUBJOXIFOTQFBLJOH t .BZCFTFFOIFMQJOHPUIFST TIPXJOH or performing an action others what to do or how to improve)
Assessment Example +PTIJTBZFBSPMECPZXIPQMBZTGPSTFWFSBMMPDBMCPZThTQPSUTUFBNT)JTNPN $BUIZ IBWJOHKVTUMFBSOFEBCPVUQIZTJDBMMJUFSBDZBOEJUTJNQPSUBODFGPSBOBDUJWFMJGFTUZMF EFDJEFT UPBTTFTT+PTIhTDVSSFOUMFWFMPGQIZTJDBMMJUFSBDZVTJOHUIFPLAYparent Tool. 8IBUBHSFBUNPN $BUIZPęFOTFFT+PTIUSBJMJOHCFIJOEPUIFSTBTUIFZMJOFVQGPSESJMMT4IFLOPXTUIBU+PTI MJLFTUPXBUDIUIFĕSTUGFXQMBZFSTJOGSPOUPGIJNTPUIBUIFLOPXTGPSTVSFXIBUUPEPJO the drill. 8IFOJUJTĕOBMMZIJTUVSO IFVTVBMMZQFSGPSNTUIFESJMMWFSZXFMM CVUPDDBTJPOBMMZUIFSFJT SFMVDUBODFUPHPĕSTU'PSUIFTFSFBTPOT $BUIZQMBDFTBNBSLVOEFSi.FEJVNw
CS4L PLAYparent Workbook 9 Cognitive Domain 3BUJOH4ZTUFN Q2 Low: )JHI Motivation to t 4MVHHJTIBUUJUVEF t $POUJOVPVTMZUSZJOHUPHFUCFUUFS participate in t %PFTOhUBQQFBSIBQQZXIFO t "MXBZTXBOUTUPQBSUJDJQBUF physical activity required to participate regardless of the activity and sport t 3PVUJOFMZöOETFYDVTFTUPOPU t &OUIVTJBTUJDBOEPQUJNJTUJDBCPVU participate trying new things
Assessment Example ćFSFJTSBSFMZBUJNFXIFSF+PTIEPFTOPUXBOUUPQBSUJDJQBUFJOBOBDUJWJUZ*O GBDU IFhTVTVBMMZSFBEZUPMFBWFGPSQSBDUJDFCFGPSFIJTNPN BOEĕSTUUPTIPXVQBU QSBDUJDF 4PNFUJNFTIFhMMHFUIJTNPN $BUIZ UPESJWFIJNPWFSFBSMZ TPIFDBOSVO UISPVHIBESJMMPSUXPCFGPSFQSBDUJDFTUBSUT $BUIZCFMJFWFT+PTIJTWFSZIJHIMZNPUJWBUFEOPUPOMZUPQBSUJDJQBUF CVUBMTPUPHFU CFUUFS4IFQMBDFTBNBSLVOEFSi)JHIw
3BUJOH4ZTUFN Q3 Low: )JHI t %PFTOhUVOEFSTUBOETJNQMF t 6OEFSTUBOETTJNQMFBOEDPNQMJDBUFE Understands movement terms like skip, lunge, movement terms like cross-overs movement terms hop, etc. (grapevine), gallop, etc. like skip, gallop, t 6OEFSTUBOETUIFEJòFSFODFCFUXFFO hop and jump a hop and a jump, or between a [JH[BHBOEöHVSFFJHIU Assessment Example 8IFOFWFS+PTIhTDPBDIBTLTUIFUFBNUPQFSGPSNBESJMM +PTIVTVBMMZIBTBGBJSMZ HPPEJEFBXIBUUIFDPBDIJTBTLJOHGPS)PXFWFS +PTIPęFOMFUTPOFPSUXPQMBZFST HPĕSTU KVTUUPNBLFTVSFUIBUIFVOEFSTUBOETQFSGFDUMZ $BUIZĕOETUIBU+PTIJTVTVBMMZBCMFUPFYQMBJO XJUIQSPQFSUFSNJOPMPHZ UIFTQFDJĕD DPNQPOFOUTPGFBDIESJMMBOEUIFJSSFMBUFENPWFNFOUTLJMMT CVUIFBMTPDPOGVTFT DFSUBJOXPSETXJUIUIFJSBDUVBMNFBOJOH4IFQMBDFTBNBSLVOEFSi.FEJVNw
10 physicalliteracy.ca Cognitive Domain 3BUJOH4ZTUFN Low: )JHI Q4 t 7FSZMJUUMFEFTJSFUPQBSUJDJQBUFJO t .VDIEFTJSFUPQBSUJDJQBUFJO activities alone activities alone Desire to participate t &OKPZTBHSPVQTFUUJOH UFBN t 1SFGFSTUPSFMZPOUIFNTFMWFTSBUIFS in activities alone dynamics and social interaction than depend on others
Assessment Example $BUIZOPUJDFTUIBU+PTIJTOhUWFSZBOJNBUFEXIFOIFhTBUIPNF0ęFOUJNFTIFTJUT JOGSPOUPGUIFTDSFFOXBUDIJOH57PSQMBZJOHHBNFT#VUXIFOTIFTUPQTCZIJT QSBDUJDFT $BUIZTFFT+PTINPWJOHBSPVOEBMMPWFSUIFQMBDFBOESFBMMZHFUUJOHIJNTFMG JOWPMWFE4IFTVTQFDUTUIBUIJTDPNQFUJUJWFESJWFTQVSTIJNUPUSZIBSEFSXIFOIFhT BSPVOEPUIFST#FDBVTFTIFEPFTOhUTFFBOZPGUIJTGSPN+PTIXIFOIFhTPOIJTPXO $BUIZQMBDFTBNBSLVOEFSi-PXw
3BUJOH4ZTUFN Low: )JHI Q5 t 7FSZMJUUMFEFTJSFUPQBSUJDJQBUFJO t .VDIEFTJSFUPQBSUJDJQBUFJO activity with others activities with others Desire to participate t 1SFGFSTUPSFMZPOUIFNTFMGSBUIFS t &OKPZTHSPVQTFUUJOH UFBNEZOBNJDT in activities with than depend on others and social interaction others or in groups
Assessment Example $BUIZOPUJDFTUIBU+PTIJTNVDINPSFBOJNBUFEXIFOIFJTBUQSBDUJDF FTQFDJBMMZ XJUIIJTUFBNNBUFT UIBOXIFOIFJTBMPOFBUIPNF4IFUIJOLTUIBU+PTIhT DPNQFUJUJWFESJWFHJWFTIJNUIFEFTJSFUPUSZIBSEFSBOEEPCFUUFSXIFOIFJTBSPVOE PUIFST4JODF+PTIPOMZTFFNTNPUJWBUFEUPQBSUJDJQBUFXIFOBSPVOEPUIFST $BUIZ QVUTBNBSLVOEFSi)JHIw
CS4L PLAYparent Workbook 11 Cognitive Domain 3BUJOH4ZTUFN Q6 Low: )JHI t 7FSZMJUUMFLOPXMFEHFPGIFBMUIZ t 6OEFSTUBOETUIFDPODFQUPGIFBMUIBT Knowledge related physical activity it relates to physical activity to healthy physical t %PFTOhUVOEFSTUBOEPSLOPXBCPVU t ,OPXTBOEVOEFSTUBOETUIFCFOFöUT activity the benefts of proper nutrition, daily of proper nutrition, daily physical physical activity and living a healthy activity and living a healthy lifestyle lifestyle
Assessment Example $BUIZIBTBMXBZTUSJFEUPJOTUJMMUIFWBMVFTPGIFBMUIZFBUJOHBOEBOBDUJWFMJGFTUZMF XJUIJOIFSDIJMESFO4IFGFFMTUIBU+PTIVOEFSTUBOETUIFJNQPSUBODFPGFBUJOHXFMM BOETUBZJOHBDUJWFJOPSEFSUPMJWFBIFBMUIZMJGF$BUIZQMBDFTBNBSLVOEFSi)JHIw
To learn more about mental ftness and the cognitive domain, go to: DBOBEJBOTQPSUGPSMJGFDBSFTPVSDFTNFOUBMöUOFTT-5"%
12 physicalliteracy.ca Scoring & Calls-to-action Cognitive Domain Te following will help with scoring and interpreting what those scores mean, and determining the appropriate calls-to-action.
Use the following scale: Low = 0 Medium = 1 High = 2 4DPSJOH&YBNQMF Low Medium High Score 1. Confdence to participate in physical activity and sport √ 1 2. Motivation to participate in physical activity and sport √ 2 3. Understanding movement terms like skip, gallop, hop and jump √ 1 4. Desire to participate in activities alone √ 0 5. Desire to participate in activities with others or in groups √ 2 6. Knowledge related to healthy physical activity √ 2 Total 8
What does the score mean and what can I do about it? Score Calls-to-action
8–12 If your child scored between t &NQIBTJ[FGVOBOEQMBZBTZPVSDIJMEDPOUJOVFTUPEFWFMPQQIZTJDBMMJUFSBDZ 8 and 12, they have the t &ODPVSBHFZPVSDIJMEUPCFBTBDUJWFBTQPTTJCMF necessary confdence, t *EFOUJGZXFBLOFTTFTBOETFUHPBMTUPJNQSPWFUIPTFXFBLOFTTFT motivation and education to pursue physical activity. t 3FJOGPSDFQSPHSFTT FČPSUBOEMFBSOJOH t $IBMMFOHFZPVSDIJMEPOBSFBTXIFSFUIFZDPVMEVTFTPNFJNQSPWFNFOU
4–7 If your child scored between t &OTVSFUIBUZPVSDIJMEIBTUIFPQQPSUVOJUZUPQBSUJDJQBUFJOBWBSJFUZPGBDUJWJUJFT 4 and 7, they will most likely t &ODPVSBHFZPVSDIJMEUPUSZOFXUIJOHT need encouragement to step t 1SPNPUFTLJMMEFWFMPQNFOU PVUTJEFPGUIFJSDPNGPSU[POF and pursue physical activity. t *EFOUJGZXFBLOFTTFTBOETFUHPBMTUPJNQSPWFUIPTFXFBLOFTTFT t 3FJOGPSDFQSPHSFTT FČPSUBOEMFBSOJOH
0–3 If your child scored between t $SFBUFFOWJSPONFOUTJOXIJDIZPVSDIJMEXBOUTUPQBSUJDJQBUF 0 and 3, they may lack t 0ČFSDIPJDFTUIBUĕUXJUIJOZPVSQBSFOUJOHQIJMPTPQIZ FHi8PVMEZPV the confdence, motivation SBUIFSHPUPUIFQPPMPSUPUIFQBSLUPEBZ w and/or education to pursue t *EFOUJGZXFBLOFTTFTBOETFUHPBMTUPJNQSPWFUIPTFXFBLOFTTFT physical activity. t 4VQQPSUZPVSDIJMEXIFOUIFZTIPXFOKPZNFOU FČPSUBOEDSFBUJWJUZ t "DLOPXMFEHFBOETVQQPSUQBSUJDJQBUJPO
CS4L PLAYparent Workbook 13
Motor Competence
Children need a wide variety of movement skills that they can perform in diferent settings (outdoors, indoors, in and on water, on snow and ice, and in the air). Tey also need a certain level of motor competence to participate in most activities. A child with highly developed movement skills and greater competence will be more likely to participate in physical activities.
Motor Competence is divided into two subsections: a. Locomotor b. Object Control
a. Locomotor Locomotor skills refer to a person's ability to move their body in all environments. Someone who is physically literate should be able to transport their body with confdence and competence on the ground, in and on water, on snow and ice, and even through the air.
Framework The Locomotor Score is based on the following questions and their rating systems:
3BUJOH4ZTUFN Q7 Low: )JHI t .PWFNFOUTBSFPGUFOWFSZTMPX t .PWFNFOUTBSFWFSZRVJDL FóDJFOU Coordination inefcient and uncoordinated and coordinated when moving Assessment Example $BUIZIBTOPUJDFEUIBU+PTINPWFTBCJUTMPXFSBOEXJUIMFTTHSBDFUIBOUIFPUIFS CPZTPOIJTUFBNT+PTIEPFTOhUTFFNUPPVODPPSEJOBUFEUIPVHI CFDBVTFIFhTTUJMM BCMFUPQMBZDPNQFUJUJWFMZXJUIIJTQFFST TP$BUIZQMBDFTBNBSLVOEFSi.FEJVNw
14 physicalliteracy.ca
Motor Competence 3BUJOH4ZTUFN Low: )JHI Q8 t /PUPGUFOBXBSFPGPUIFSTJOUIFJS t *TWFSZBXBSFPGUIFJSTVSSPVOEJOHT Safety while moving environment t .PWFNFOUTBSFDPOUSPMMFEBOE in the environment t .PWFNFOUTBSFVODPOUSPMMFEBOE deliberate relative to others sometimes unintentional t .BZBQQFBSSFDLMFTTBSPVOEPUIFST
Assessment Example $BUIZLOPXTUIBU+PTIDBOCFBMJUUMFVODPPSEJOBUFEBUUJNFT4PNFUJNFTIFhMMTUVNCMF PSHFUJOUIFXBZVOJOUFOUJPOBMMZ8IJMFJUEPFTOPUTFFNEFMJCFSBUF $BUIZIBTTFFO+PTI JOKVSFIJTUFBNNBUFTCZSVOOJOHPSGBMMJOHJOUPUIFN'PSUIFTFSFBTPOT $BUIZQMBDFTB NBSLVOEFSi-PXw
3BUJOH4ZTUFN Low: )JHI Q9 t 6OBCMFUPQFSGPSNNBOZGVOEBNFOUBM t"CMFUPQFSGPSNBMM PSNPTU movement skills fundamental movement skills Number of t "CMFUPEFNPOTUSBUFBWBSJFUZPG movement skills locomotor, upper- and lower-body, acquired Assessment Example balance and stability skills &WFOUIPVHI+PTINBZCFBCJUVODPPSEJOBUFEXIFONPWJOH $BUIZLOPXTIFDFSUBJOMZ IBTBHPPEHSBTQPGNPWFNFOUTLJMMT+PTIJTBCMFUPSVO KVNQ UISPX TXJNBOETLBUF WFSZXFMM$BUIZQMBDFTBDPOĕEFOUNBSLVOEFSi)JHIw
3BUJOH4ZTUFN Low: )JHI Q10 t 0GUFOMPTFTCBMBODF t $BONBJOUBJOCBMBODFXJUIFBTFXIFO Ability to balance t 4UVNCMFTPSGBMMTEVSJOHNPTU doing static and dynamic activities during movement movement tasks t 3BSFMZGBMMTPWFS FYDFQUJOWFSZ demanding circumstances
Assessment Example +PTIJTBCJUPGBOBXLXBSELJEXIFOJUDPNFTUPNPWJOH"UUJNFTIFTFFNTGBJSMZ VODPPSEJOBUFE BOEIFTUVNCMFTRVJUFBCJU$BUIZUIJOLTUIBUUIJTJTXIFSF+PTIOFFET UIFNPTUXPSL TPTIFQMBDFTBNBSLVOEFSi-PXw
CS4L PLAYparent Workbook 15 Motor Competence 3BUJOH4ZTUFN Q11 Low: )JHI t *OFóDJFOUBOEVODPPSEJOBUFE t "SNTBOEMFHTBSFDPPSEJOBUFEBOE Ability to run movements of upper and lower limbs well controlled t -JNJUFEVQQFSCPEZNPUJPO t 4USJEFJTQSPQFSXJEUIBOEMFOHUI 3VOOJOHJTUIF t -PUTPGUFOTJPOJOOFDL TIPVMEFST t .VTDMFTBSFSFMBYFE CVUSFBEZUPCF foundation of physical arms and legs used as needed preparation for t 4USJEFJTUPPMPOHPSUPPTIPSU t $BEFODFSIZUINJTQSPQFSBOE t $BEFODFSIZUINJTPò maintained NBOZTQPSUTBOEJT BDPNQFUFODZUIBU Assessment Example TIPVMECFBTQSPĕDJFOU $BUIZIBTOPUJDFEUIBU+PTIhTSVOOJOHBCJMJUZJTGBJSMZVODPPSEJOBUFEBOEJOFďDJFOU +PTITFFNTUPSVOTMJHIUMZQJHFPOUPFE UPFTGBDJOHJOXBSET CVUIFDBOLFFQBHPPE as possible. TUFBEZQBDFćFSFBSFEFĕOJUFMZUIJOHTIFDBOJNQSPWFPO CVUGPSOPX IFJTBCMF UPQBSUJDJQBUFFBTJMZFOPVHIJOSVOOJOHBDUJWJUJFT TP$BUIZQMBDFTBNBSLVOEFS i.FEJVNw
3BUJOH4ZTUFN Q12 Low: )JHI t .PWFNFOUTBQQFBSIFBWZBOETMPX t "DDFMFSBUJPOTBOEEFDFMFSBUJPOTBSF Ability to start, quick, efcient and strong stop and change t -JNJUFEBCJMJUZUPTQFFEVQBOETMPX direction down during movement t "CMFUPDPOUSPMTUBSUTBOETUPQTUPB t 8IJMFTQFFEJOHVQPSTMPXJOHEPXO target (pylon, line, etc.) the child often slips, stumbles or t .PWFNFOUTBQQFBSMJHIUBOERVJDL stutter steps t $IJMEDBOTUBSUBOETUPQJOBMM t 5IFDIJMETMJNCTBSFVODPOUSPMMFEBT directions of movement (forward, the child accelerates or slows down backward and sideways)
Assessment Example $BUIZSFNFNCFSTBUJNFXIFO+PTIXBTPOPČFOTFNPWJOHVQUIFDPVSU+PTI BUUFNQUFEBQBTTUPPOFPGIJTUFBNNBUFTBIFBEPGIJN CVUUIFQBTTXBTJOUFSDFQUFE *UUPPL+PTIBGBJSBNPVOUPGUJNFUPTUPQBOEDIBOHFEJSFDUJPO BOEFWFOUIPVHIIF XBTRVJDLUPSVOCBDLPOEFGFOTF IFXBTOPUBCMFUPDBUDIIJTPQQPOFOU$BUIZLOPXT UIBU+PTIhTBDDFMFSBUJPOJTGBJSMZHPPE BOEUIBUJGIFDPVMETUPQBOEUVSOGBTUFS IF XPVMEIBWFDBVHIUVQ'PSUIFTFSFBTPOT $BUIZQMBDFTBNBSLVOEFSi.FEJVNw
To learn more about locomotor skills, visit: DBOBEJBOTQPSUGPSMJGFDBUFOLFZGBDUPSTNPSFBCPVUGVOEBNFOUBMT
16 physicalliteracy.ca Motor CompetenceLocomotor Use the following scale: Low = 0 Medium = 1 High = 2 4DPSJOH&YBNQMF Low Medium High Score 7. Coordination when moving √ 1 8. Safety while moving in the environment √ 0 relative to others 9. Number of movement skills acquired √ 2 10. Ability to balance during movement √ 0 11. Ability to run √ 1 12. Ability to start/stop and change directions √ 1 Total 5
What does the score mean and what can I do about it? Score Calls-to-action
8–12 A score between 8 and 12 t $POUJOVFUPEFWFMPQSVOOJOHUFDIOJRVFGPSNBYJNVNFďDJFODZBOEPSTQFFE represents the ability to move t &OTVSFUIBUBMMWBSJFUJFTPGGVOEBNFOUBMNPWFNFOUTLJMMTDPOUJOVFUPCFEFWFMPQFE the body competently and t &OTVSFUIBUZPVSDIJMEIBTUIFPQQPSUVOJUZUPEFWFMPQUIFJSMPDPNPUPSTLJMMT efciently from one place JOBMMFOWJSPONFOUT to another. t *NQSPWFPOUIFTQFFEBOEDPOUSPMPGBDDFMFSBUJPOBOEEFDFMFSBUJPO
4–7 A score between 4 and 7 t *EFOUJGZXIJDIMPDPNPUPSTLJMMTOFFEJNQSPWFNFOU indicates that there is still t *ODPSQPSBUFUIFTFMPDPNPUPSTLJMMTJOUPEBJMZBDUJWJUJFT room for improvement in t &EVDBUFZPVSDIJMEBCPVUUIFCFOFĕUTPGFYDFMMFOUMPDPNPUPSTLJMMT more than one locomotor skill.
0–3 A score between 0 and 3 t 4UBSUXJUIUIFCBTJDTPGBQSPQFSSVOOJOHUFDIOJRVFUPFODPVSBHFBOENPUJWBUF represents the need for ZPVSDIJMEUPNPWF improvement in all t *ODPSQPSBUFMPDPNPUPSTLJMMTJOUPBTNBOZBDUJWJUJFTBTQPTTJCMFJOBTNBOZ locomotor skills. FOWJSPONFOUTBTQPTTJCMF t &EVDBUFZPVSDIJMEBCPVUUIFOFFEGPSGVOEBNFOUBMMPDPNPUPSTLJMMTJO BMMFOWJSPONFOUT
CS4L PLAYparent Workbook 17 b. Object Control
Some examples of object control: 0CKFDUDPOUSPMJTBO t 4XJOHJOHBOPCKFDU CBTFCBMMCBU HPMGDMVC IBNNFS FUD t $POUSPMMJOHBTPDDFSCBMM XJUIIFBE USVOL MFHTBOEPSGFFU FTTFOUJBMTLJMMGPSNBOZ t ćSPXJOHB'SJTCFF TQFFEPGBSN DPPSEJOBUJPOXJUIXSJTUBOESFMFBTF FUD TQPSUTBOEBDUJWJUJFT Object control is necessary for other tasks such as: painting, writing, juggling, shufing a deck of cards, etc.
For a complete list of object control skills used during physical activity, see: DBOBEJBOTQPSUGPSMJGFDBUFOLFZGBDUPSTNPSFBCPVUGVOEBNFOUBMT
Framework The Object Control Score is based on the following questions and their rating systems:
3BUJOH4ZTUFN Q13 Low: )JHI t -BDLTBCJMJUZUPNBOJQVMBUFBOEDPOUSPM t "CMFUPTFOEBOESFDFJWFPCKFDUT Ability to use hands to objects with hands t "CMFUPNBJOUBJODPOUSPMPGPCKFDUT
throw, catch and carry t $BOUTFOEPSSFDFJWFPCKFDUTJOB while moving objects consistent manner t "CMFUPDPOUSPMPCKFDUTUPDIJMEhT desire using their hands t 0GUFOGVNCMFTXIBUUIFZBSFIPMEJOH (Look up “Contact Juggling” online for t %PFTOUVTFBQQSPQSJBUFHSJQXIFO some great examples of upper-body holding an object object control)
Assessment Example $BUIZLOPXTUIBU+PTIIBTPOFPGUIFCFTUTIPUTPOIJTMBDSPTTFUFBNćJTJTEVFUP FYDFMMFOUTUJDLDPOUSPM BGBTUTXJOHBOEQSFDJTJPOXJUIUIFCBMM+PTIBMTPIBTHSFBU IBOEMJOHTLJMMTXJUIUIFTUJDL BOEDBODPOUSPMIJTQBTTFTWFSZXFMM'PSUIFTFSFBTPOT $BUIZQMBDFTBNBSLVOEFSi)JHIw
18 physicalliteracy.ca Motor Competence 3BUJOH4ZTUFN Low: )JHI t -BDLTBCJMJUZUPNBOJQVMBUFBOE t "CMFUPDPOUSPMPCKFDUTXJUIGFFUUP control object with feet child’s desire Q14 t $POUSPMXJUIGFFUJTPGUFODMVOLZBOE t "CMFUPTFOEBOESFDFJWFPCKFDUT Ability to use feet to uncoordinated t "CMFUPNBJOUBJODPOUSPMPGPCKFDUT kick or move objects t $BOUTFOEPSSFDFJWFPCKFDUTJOB while moving consistent manner
Assessment Example $BUIZIBTTFFO+PTILJDLJOHBCBMMEVSJOHIJTTPDDFSUFBNhTQSBDUJDF BOEGSPNIFS QFSTQFDUJWF TIFDPVMETFFUIBU+PTITUJMMOFFETUPEFWFMPQIJTLJDLJOHBCJMJUJFT+PTI TUSVHHMFTUPDPOUSPMUIFCBMMBUIJTGFFUXIJMFSVOOJOHPSSFDFJWJOHBQBTTBOEIJT LJDLJOHUFDIOJRVFEPFTOhUTFFNWFSZQPXFSGVMPSBDDVSBUF$BUIZQMBOTUPFODPVSBHF +PTIUPQBSUJDJQBUFJOBDUJWJUJFTUIBUEFWFMPQIJTDPPSEJOBUJPOXJUIIJTGFFU CVUGPS OPX $BUIZQMBDFTBNBSLVOEFSi-PXw
3BUJOH4ZTUFN Low: )JHI Q15 t -FTTEPNJOBOUTJEFPGUIFCPEZJT t -FTTEPNJOBOUTJEFPGUIFCPEZJTKVTU Lef side is as signifcantly less coordinated and less as capable as the dominant side for all capable as the developed than the dominant side object control skills and activities right side t 5IFDIJMETNPWFNFOUTGSPNSJHIUUP t 5IFDIJMETIPXTWFSZHPPETZNNFUSZ left are very asymmetrical right to left, during movements
Assessment Example $BUIZLOPXTUIBUUIFBCJMJUZUPTIPPUPSQBTTXJUICPUIIBOETBOEGFFUJTBWFSZ WBMVBCMFTLJMM"MUIPVHITIFIBTTFFO+PTIUSZJOHUPQSBDUJDFTXJUDIJOHGSPNPOFTJEF UPUIFPUIFS JUhTWFSZDMFBSUIBU+PTIJTTJHOJĕDBOUMZXFBLFSPOIJTMFTTEPNJOBOUTJEF 'PSUIFTFSFBTPOT $BUIZQMBDFTBNBSLVOEFSi-PXw
CS4L PLAYparent Workbook 19 Motor Competence
*GZPVSDIJMEMBDLTBEJWFSTFTFUPGNPWFNFOUTLJMMT JUhTJNQPSUBOUUP JOUSPEVDFUIFNUPOFXBDUJWJUJFT BTTPPOBTQPTTJCMF .BLFJUGVO DIBOHFUIFTFUUJOHBOESFNFNCFSUIBUSFQFUJUJPOCBTFEMFBSOJOHXPSLT
See the Developing Physical Literacy resource for more information: DBOBEJBOTQPSUGPSMJGFDBSFTPVSDFTEFWFMPQJOHQIZTJDBMMJUFSBDZ
20 physicalliteracy.ca Motor Competence Object Control Use the following scale: Low = 0 Medium = 1 High = 2 4DPSJOH&YBNQMF Low Medium High Score 13. Ability to use hands to throw, catch and carry objects √ 2 14. Ability to use feet to kick or move objects √ 0 15. Left side as capable as the right side √ 0 Total 2
What does the score mean and what can I do about it? Score Calls-to-action
5–6 A score between 5 and 6 t *EFOUJGZBOZBSFBTXIFSFZPVSDIJMENBZOFFEJNQSPWFNFOU represents very good object t $SFBUFTQFDJĕDHPBMTUPJNQSPWFUIFTFBSFBT control with both hands and t $POUJOVFUPDIBMMFOHFZPVSDIJMEUPVTFCPUIIBOETBOEGFFUPOCPUI feet, and on both sides of TJEFTPGUIFJSCPEZJOBMMBDUJWJUJFT BOEJOBNVMUJUVEFPGFOWJSPONFOUT the body. t 5SZUPJODPSQPSBUFNBOZEJČFSFOUNPWFNFOUTLJMMT
3–4 A score between 3 and 4 t *EFOUJGZXIFSFZPVSDIJMEOFFETJNQSPWFNFOU indicates competence with t .BLFTVSFUIBUZPVSBDUJWJUJFTBMMPXGPSUIFEFWFMPQNFOUPGCPUIIBOET hands and feet, and on both sides BOEGFFU FTQFDJBMMZBUZPVOHFSBHFT BOEPOCPUITJEFTPGUIFCPEZ of the body, but there is still room t &OTVSFUIBUZPVSDIJMEIBTUIFPQQPSUVOJUZUPEFWFMPQVQQFSBOE for improvement in most of these MPXFSMJNCTJONBOZEJČFSFOUBDUJWJUJFT components.
0–2 A score between 0 and 2 t &OTVSFUIBUZPVSDIJMEIBTMFBSOFENPTUGVOEBNFOUBMNPWFNFOU indicates the need to improve TLJMMTBOEGVOEBNFOUBMTQPSUTLJMMTSFMBUFEUPPCKFDUDPOUSPM general object control abilities. t )BWFZPVSDIJMETUBSUCZMFBSOJOHUIFTFTLJMMTPOCPUITJEFTPGUIFJSCPEZUP EFUFSNJOFUIFJSEPNJOBOUTJEF UIFTJEFUIFZGFFMUIFNPTUDPNGPSUBCMFXJUI t *NQSPWFUIFEPNJOBOUTJEFĕSTUUPIFMQZPVSDIJMEHFUBDDVTUPNFEUP FBDITLJMMBDUJWJUZ BOEUIFOGPDVTPOEFWFMPQJOHUIFOPOEPNJOBOUTJEF t *ODPSQPSBUFPCKFDUDPOUSPMJOUPBTNBOZBDUJWJUJFTBTQPTTJCMF t $SFBUFDFSUBJOSFTUSJDUJPOTMJLFi$MFBOVQCBMMTCZLJDLJOHXJUIZPVSGFFU PSUISPXJOHUIFNUPNFw PSiMFęGPPUIBOEPOMZUIJTUJNFw
CS4L PLAYparent Workbook 21 Environment Canada ofers a wide range of opportunities for physical activity. Tink of all the things you can do during the summer when the weather is warm, then think of all the options our winters provide as well. Canadian seasons give us the opportunity to be active indoors, outdoors, in and on water, and on snow and ice. If you want your child to pursue an active lifestyle and have the chance to experience many activities, then they have to be versatile and capable to participate in all of our Canadian seasons.
Framework The Environment Score is based on the following questions and their rating systems:
3BUJOH4ZTUFN Q16 Low: )JHI Amount of t -BDLTUIFBCJMJUZUPQBSUJDJQBUFJOXBUFS t )BTUIFBCJMJUZUPQBSUJDJQBUFXJUI participation in water activities confdence and competence in water activities activities Assessment Example 8IFOUIFXFBUIFSJTXBSN +PTIBOEIJTGSJFOETVTVBMMZIFBEEPXOUPUIFMBLFXJUI POFPGUIFJSQBSFOUT$BUIZLOPXTUIBU+PTIJTOhUUIFTUSPOHFTUTXJNNFS CVUTIFJT DPOĕEFOUJOIJTBCJMJUJFTUPUSFBEXBUFSBOETXJNJOTIPSUCPVUT$BUIZQMBDFTBNBSL VOEFSi.FEJVNwCFDBVTFTIFLOPXT+PTIJTDPNQFUFOU CVUOPUQSPĕDJFOUFOPVHIUP SFNBJOJOUIFXBUFSGPSMPOH
3BUJOH4ZTUFN Q17 Low: )JHI Amount of t -BDLTUIFBCJMJUZUPQBSUJDJQBUF t )BTUIFBCJMJUZUPQBSUJDJQBUFXJUI participation in in indoor activities confdence and competence in indoor activities indoor activities
22 physicalliteracy.ca Environment Assessment Example %VSJOHUIFTDIPPMZFBS +PTIJTJOWPMWFEJOBTNBOZTDIPPMTQPSUTBTIJTTDIFEVMFBMMPXT Q17 'PSUIFNPTUQBSU IFQMBZTCBTLFUCBMM WPMMFZCBMMBOECBENJOUPO$BUIZUIJOLTUIBUIF DBONPWFBOEQBSUJDJQBUFDPOĕEFOUMZ BOEXJUIDPNQFUFODF JOFBDIPGUIFTFJOEPPS BDUJWJUJFT TPTIFQMBDFTBNBSLVOEFSi)JHIw
3BUJOH4ZTUFN Low: )JHI Q18 t -BDLTUIFBCJMJUZUPQBSUJDJQBUFJO t )BTUIFBCJMJUZUPQBSUJDJQBUFXJUI Amount of outdoor activities confdence and competence participation in in outdoor activities outdoor activities Assessment Example 8IFOUIFXFBUIFSHFUTBMJUUMFOJDFS BOEUIFTOPXBOEJDFNFMUTBXBZ +PTIDBO VTVBMMZCFGPVOEBUUIFĕFMELJDLJOHBCBMMPSUISPXJOHB'SJTCFF PVUPOUIFHPMG DPVSTF PSIJLJOHBSPVOEUIFMPDBMCFBDIFTBOENPVOUBJOTćFSFBSFQMFOUZPG XBZTGPS+PTIUPHFUBDUJWFJOUIFHSFBUPVUEPPSTBOE$BUIZLOPXTUIBUIJTQIZTJDBM BCJMJUJFTBSFOhUIPMEJOHIJNCBDL4IFQMBDFTBNBSLVOEFSi)JHIw
3BUJOH4ZTUFN Low: )JHI Q19 t -BDLTUIFBCJMJUZUPQBSUJDJQBUF t )BTUIFBCJMJUZUPQBSUJDJQBUFXJUI Amount of in snow/ice activities confdence and competence in participation in snow/ice activities TOPXJDFBDUJWJUJFT Assessment Example 8IFO+PTIJTOhUQMBZJOHMBDSPTTFJOUIFTVNNFS IFJTVTVBMMZQMBZJOHIPDLFZEVSJOH UIFXJOUFS+PTIJTOhURVJUFBTDPOĕEFOUPOTLBUFTBTIFJTJOIJTTIPFT CVUIFhT TUJMMBCMFUPQBSUJDJQBUFDPNQFUJUJWFMZXJUIIJTGSJFOET$BUIZQMBDFTBNBSLVOEFS i.FEJVNwCFDBVTF+PTIJTTUJMMEFWFMPQJOHIJTTLBUJOHUFDIOJRVF
CS4L PLAYparent Workbook 23 Environment Use the following scale: Low = 0 Medium = 1 High = 2 4DPSJOH&YBNQMF Low Medium High Score 16. Amount of participation in water activities √ 1 17. Amount of participation in indoor activities √ 2 18. Amount of participation in outdoor activities √ 2 19. Amount of participation in snow/ice activities √ 1 Total 6
What does the score mean and what can I do about it? Score Calls-to-action
6–8 If your child scored between 6 and 8, they t $IBMMFOHFZPVSDIJMECZDSFBUJOHEJďDVMUUBTLTJOFWFSZFOWJSPONFOU have been exposed to and feel comfortable at your disposal in most environments. t &ODPVSBHFZPVSDIJMEUPCFBDUJWFJOBTNBOZFOWJSPONFOUTBTQPTTJCMF
3–5 If your child scored between 3 and 5, they t 5BMLUPZPVSDIJMEBCPVUUIFJNQPSUBODFPGCFJOHQIZTJDBMMZ could still beneft from being exposed to BDUJWFJOBMMFOWJSPONFOUT diferent environments, but they most likely t &ODPVSBHFZPVSDIJMEUPCFBDUJWFJOBTNBOZFOWJSPONFOUT have a strong enough foundation to carry as possible them into diferent opportunities.
0–2 If your child scored between 0 and 2, they t5BMLUPZPVSDIJMEBCPVUUIFJNQPSUBODFPGCFJOHQIZTJDBMMZ still need lots of work in most environments. BDUJWFJOBMMFOWJSPONFOUT t &YQPTFZPVSDIJMEUPBXJEFSWBSJFUZPGFOWJSPONFOUT t &OTVSFUIBUZPVSDIJMEIBTUIFPQQPSUVOJUZUPEFWFMPQGVOEBNFOUBM NPWFNFOUTLJMMTJOBMMFOWJSPONFOUT
24 physicalliteracy.ca Children need to develop fundamental movement skills in a wide range of environments. Concerned parents should question daycare providers, schools and sport organizations to make sure their children's needs are met.
Here are some questions to ask yourself:
t %PFTNZDIJMEIBWFUIFPQQPSUVOJUZUPCFWJHPSPVTMZQIZTJDBMMZBDUJWF BUMFBTUNJOVUFTEBZ JOUIFJSIPNF EBZDBSFTFUUJOHPSTDIPPM t %PFTNZDIJMEQBSUJDJQBUFJOEBODFBOENVTJDBMBDUJWJUJFT t *TUIFSFBXJEFSBOHFPGUIJOHTUIBUNZDIJMEDBOQMBZXJUIoCBMMT WBSJPVTUZQFT BOETJ[FT CFBOCBHT IPPQTBOEPUIFSTJNJMBSUPZTBOEFRVJQNFOU t "SFUIFSFQMBDFTUPDMJNC 4QBDFUPTBGFMZUISPXBOELJDLPCKFDUT 3PPNUPSVOBOEKVNQ t %PNZDIJMEhTUFBDIFSTBOEDBSFHJWFSTFODPVSBHFBMMDIJMESFO JODMVEJOHUIPTF XJUIBEJTBCJMJUZ UPFOHBHFJOBDUJWFQMBZ t $BODBSFHJWFSTBOEUFBDIFSTQSPWJEFCBTJDJOTUSVDUJPOUPDIJMESFOXIPIBWF EJóDVMUZXJUIBTQFDJöDGVOEBNFOUBMNPWFNFOUTLJMM
For the above, use the Parent Lobby Kit found at the end of the Developing *OEJWJEVBMTJOWPMWFE Physical Literacy resource (canadiansportforlife.ca/resources/developing-physical- JOBWBSJFUZPG literacy), or the Quality Sport Checklist (canadiansportforlife.ca/resources/ BDUJWJUJFTJONVMUJQMF quality-sport-checklist-ask-your-schools-coaches). FOWJSPONFOUTBSF Be sure to enroll your child in quality sports MJLFMZUPCFNPSF programs – programs based on Long- physically literate Term Athlete Development, which are UIBOPOFTQPSU FOWJSPONFOU developmentally appropriate and ofer participants. proper equipment and facilities.
For more information on quality sport programs, visit: DBOBEJBOTQPSUGPSMJGFDBSFTPVSDFTöOERVBMJUZTQPSUQSPHSBNT
CS4L PLAYcoach workbook 25 Warm-up Canadian Sport for Life has developed an easy-to-use warm-up for children. Te warm-up incorporates several dynamic movements in order to improve a child's physical literacy while they prepare their body for activity.
The warm-up is broken down into three age groups: 7–8, 9–10 and 11+, with diferent activities and guidelines for each category. The warm-up should last between 15 and 20 minutes and is specifcally designed to improve physical literacy, as well as reduce the child's risk of injury during activity. See the Physical Literacy Movement Preparation Guide to fnd ways of improving agility and running competencies: QIZTJDBMMJUFSBDZDBNPWFQSFQ
CS4L PHYSICAL LITERACY
Physical Literacy Movement Preparation Guide
26 physicalliteracy.ca Fitness
Being physically literate does not necessarily mean that you are physically Health-related ftness active. You can be ft without possessing physical literacy, and conversely, components include: you can be physically literate and choose not to be active. cardiovascular ftness (a healthy heart and system of delivering blood); (maximal force) For this reason, the fnal question of PLAYparent, which measures overall ftness, strength is left out of the PLAYparent Physical Literacy Score. and endurance (high repetition of contractions); However, this is not to say that ftness is unimportant.: it is simply distinct from fexibility physical literacy. Understanding both ftness and physical literacy is important for (range of motion in joints); and the healthy development of all children. body composition The Fitness Score, when used in conjunction with the PLAY tools, is a simple way (bones, muscles, fat, etc.). to determine if the child’s abilities, or lack thereof, are preventing them from being For some individuals (children and adults alike), physically active. This may identify the child's need to be more physically active in these ftness components, or lack thereof, create
order to develop their ftness components. barriers for participation in physical activity. v
CS4L PLAYparent Workbook 27 FitnessFramework The Fitness Score is based on the following question and its rating system:
3BUJOH4ZTUFN Q20 Low: )JHI Overall ftness level t -BDLTJOBMMöUOFTTDPNQPOFOUT t 8FMMEFWFMPQFEJOall ftness t 4FWFSFMZJNQBJSFECZBMBDLJOöUOFTT components components (i.e. unable to participate in most physical activities)
Assessment Example: $BUIZUIJOLTUIBU+PTIJTQSFUUZRVJDLBOESFMBUJWFMZTUSPOHGPSIJTBHF CVUTIFJTBMTP BXBSFUIBUIFJTOhUWFSZĘFYJCMFBOEEPFTOhUIBWFNVDIFOEVSBODFXIFOJUDPNFTUP BMPOHIJLFPSSVO 'PSUIFTFSFBTPOT $BUIZQMBDFTBNBSLVOEFS.FEJVN Score Calls-to-action
High t $POUJOVFUPNPUJWBUFBOEFODPVSBHFZPVSDIJMEUPCFQIZTJDBMMZBDUJWF Your child has adequately developed t 5BMLUPZPVSDIJMEBCPVUUIFCFOFĕJUTPGQBSUJDJQBUJOHJOBWBSJFUZPGBDUJWJUJFT all (or most) ftness components. t $POUJOVFUPJOUSPEVDFOFXBDUJWJUJFTJOFOWJSPONFOUTUIBUZPVIBWFBDDFTTUP BOEDIBMMFOHFZPVSDIJMEhTXFBLFTUĕUOFTTDPNQPOFOU T
Medium or Low t .POJUPSBOEUSBDLBMMĕUOFTTDPNQPOFOUT Your child is noticeably lacking in t %FUFSNJOFJGBMMĕUOFTTDPNQPOFOUTBSFJNQSPWJOHBOEBUXIBUSBUFUIFZBSF more than one ftness component. JNQSPWJOHBU t &OHBHFUIFDIJMEJOBDUJWJUJFTUIBUXJMMCFOFĕUUIFJSXFBLFSĕUOFTTDPNQPOFOUT BTNVDIBTQPTTJCMF
28 physicalliteracy.ca Here are some resources that can be used to improve the child's overall ftness: t $BOBEJBO4PDJFUZGPS&YFSDJTF1IZTJPMPHZ1IZTJDBM"DUJWJUZ(VJEFMJOFT t "DUJWF)FBMUIZ,JET$BOBEBSFTPVSDF -POH'PSN3FQPSU$BSE t "DUJWFGPS-JGFXFCTJUFBDUJWFGPSMJGFDB t 'JUOFTTUFTUTQSPWJEFECZBSFQVUBCMFPSHBOJ[BUJPOUIBUIFMQUSBDLJNQSPWFNFOU "MMPGUIJTJOGPSNBUJPODBOCFGPVOEBUQIZTJDBMMJUFSBDZDB1-":NPSFJOGP
PLAYparent Physical Literacy Score
The PLAYparent Physical Literacy Score is the overall measure of the parent's perception of their child's level of physical literacy. Not only does the score give you some general information on how physically literate the child is, it can also be used, in conjunction with the other PLAY tools, as a baseline measurement to be improved upon.
Add up the totals from each subsection to obtain the subtotal. Next, multiply the subtotal by 2.63 to obtain the PLAYparent Physical Literacy Score
&YBNQMFTIPXO Score Cognitive Domain 8 Motor Competence a. Locomotor 5 b. Object Control 2 Environment 6 Add up the section totals to obtain the Subtotal Subtotal 21 Multiply the subtotal by 2.63 to obtain the Total Total 55.26
The maximum score of 100 represents high physical literacy. To keep track of scores, a tracking sheet has been provided at the back of the workbook.
Once you have completed the PLAYparent Form, don't forget to compare the PLAYparent Physical Literacy Score with the Physical Literacy VAS Score obtained at the beginning of the workbook.
Do they match up?
Is this what you had anticipated?
CS4L PLAYparent Workbook 29 Key Ideas
,FZJEFBTUPLFFQJONJOE
t Being physically literate means you're comfortable in all environments (on the ground; in and on the water; on snow and ice; in the air). t We don't want to limit any opportunities to be active later in life! t &OTVSFUIBUZPVSDIJMEIBTthe opportunity to be physically active every day in their home and at school. You can help by supplying equipment, bringing them to a park or playground and using the Physical Literacy Movement Preparation Guide before any activity. t "DUJWJUJFTTIPVMECF “FUN frst” – prioritize your child's enjoyment. t $IJMESFOMPWFWBSJFUZJOBDUJWJUJFT BOEUIJTEJWFSTJUZJTUIFGPVOEBUJPO of physical literacy. Movement diversity with many repetitions yields confdence and the ability to participate.
30 physicalliteracy.ca cut here PLAY ______Please listphysicalactivitiesorsportsthatyourchildroutinely participatesin: Assess yourchildusingthetablebelow: activities, If individualsare physicallyliteratewhentheyhaveacquired theskillsandconfdencetoenjoyavarietyofsportsphysical Child's Name 20. Overallftnesslevel 19. Amountofparticipationinsnow/iceactivities 18. Amountofparticipationinoutdooractivities 17. Amountofparticipationinindooractivities 16. Amountofparticipationinwateractivities 15. Leftsideisascapabletheright 14. Abilitytousefeetkickormoveobjects 13. Abilitytousehandsthrow, catchand carry objects 12. Abilitytostart/stopandchangedirection 11. Abilitytorun 10. Abilitytobalanceduringmovement 9. Numberofmovementskillsacquired 8. Safetywhilemovingintheenvironment relative toothers 7. Coordination whenmoving 6. Knowledgerelated to healthy physicalactivity 5. Desire toparticipatein activitieswithothersoringroups 4 Desire toparticipatein activitiesalone 3. Understandsmovementtermslikeskip,gallop,hopandjump 2. Motivationtoparticipateinphysicalactivityandsport 1. Confdencetoparticipateinphysicalactivityandsport Not PhysicallyLiterate how wouldyourankyourchild'soveralllevelofphysicalliteracy?Placeatickanywhere alongthebox. ______parent
PhysicalLiteracy Low Gender:MFAge: PerfectPhysicalLiteracy Assessment play.physicalliteracy.ca canadiansportforlife.ca Medium
for Youth ____ High
Child's Name ______
Add up the section totals to obtain the Subtotal. Next, multiply the subtotal by 2.63 to obtain the PLAYparent Physical Literacy Score.
$PHOJUJWF%PNBJO Score for Youth for 1. Confdence to participate in physical activity and sport play.physicalliteracy.ca canadiansportforlife.ca
Assessment Assessment 2. Motivation to participate in physical activity and sport 3. Understands movement terms like skip, gallop, hop and jump 4. Desire to participate in activities alone
Physical Literacy Literacy Physical 5. Desire to participate in activities with others or in groups 6. Knowledge related to healthy physical activity Total Motor Competence Locomotor 7. Coordination when moving 8. Safety while moving in the environment relative to others 9. Number of movement skills acquired 10. Ability to balance during movement 11. Ability to run 12. Ability to start, stop and change direction Total 0CKFDU$POUSPM 13. Ability to use hands to throw, catch and carry objects 14. Ability to use feet to kick or move objects 15. Left side is as capable as the right side Total
Environment 16. Amount of participation in water activities 17. Amount of participation in indoor activities 18. Amount of participation in outdoor activities 19. Amount of participation in snow/ice activities Total
parent 1IZTJDBM-JUFSBDZ4DPSF $PHOJUJWF%PNBJO .PUPS$PNQFUFODF-PDPNPUPS .PUPS$PNQFUFODF0CKFDU$POUSPM Environment Add up the section totals to obtain the Subtotal Subtotal
Physical Literacy Sheet Score Physical Multiply the subtotal by 2.63 to obtain the Total Total PLAY cut here cut here Physical Literacy Tracking Sheet PLAY Date Name Date Name Date Name Fitness Fitness Fitness Physical Score Literacy Physical Score Literacy Physical Score Literacy Cognitive Domain Cognitive Domain Cognitive Domain Assessment # Object ControlObject Assessment # Assessment # Object ControlObject ControlObject Environment Environment Environment Locomotor Locomotor Locomotor Total Total Total parent 1 1 1 2 2 2 3 3 3 4 4 4
5 5 5 6 6 6 7 7 7 8 8 8 PhysicalLiteracy 9 9 9 Assessment play.physicalliteracy.ca canadiansportforlife.ca for Youth 10 10 10 11 11 11 12 12 12
© Canadian Sport Institutes 2013 canadiansportforlife.ca cut here CS4L Champion %FBO,SJFMMBBST BPE, MSc, PhD, CEP Dr. Kriellaars is a faculty member of the School of Medical Rehabilitation, Department of Physical Therapy, at the University of Manitoba. He is a member of the Spinal Cord Research Centre and a scientist of the Manitoba Institute of Child Health. We would like to give a special acknowledgement to Dr. Kriellaars for his outstanding work in the areas of physical literacy and health in Canada, and for his contribution to CS4L and the PLAY resources. Dean is a CS4L Champion making a diference!
Acknowledgements: Published by the Canadian Sport Institute – Pacifc; Victoria, B.C. All rights reserved. No part of this work may be reproduced or transmitted in any form for commercial purposes, or by any means, electronic or mechanical, including photocopying and recording or from any information stored in a retrieval system, without permission from the authors or Canadian Sport Institute – Pacifc. PLAYparent © Canadian Sport for Life 2013 ISBN 978-0-9812814-6-9 Version 1.2 – May 2014 Content developed by Dean Kriellaars and Benjamin Robillard Content edited by Citius Performance Corp.: Richard Way, Tyler Laing, Danielle Bell and Tom Brennan Produced by Canadian Sport for Life (CS4L) under the leadership of the CS4L Management Team: Richard Way, Istvan Balyi, Vicki Harber, Carolyn Trono and Paul Jurbala Designed by Citius Performance Corp.
References: Te information presented in this PLAY Workbook is based on the research done by Dr. Dean Kriellaars, and the content of several CS4L resources including $BOBEJBO4QPSUGPS-JGF3FTPVSDF1BQFS %FWFMPQJOH1IZTJDBM-JUFSBDZ; Physical Literacy Concept Paper; "O*OUSPEVDUJPOUP1IZTJDBM-JUFSBDZ; and .FOUBM'JUOFTTGPS-POH5FSN"UIMFUF%FWFMPQNFOUćFTF$4-SFTPVSDFTDBOCFGPVOEBUDBOBEJBOTQPSUGPSMJGFDBSFTPVSDFT-5"%SFTPVSDFQBQFST
8FBDLOPXMFEHFUIFöOBODJBMTVQQPSUPGUIF (PWFSONFOUPG$BOBEBUISPVHI4QPSU$BOBEB BCSBODIPGUIF%FQBSUNFOUPG$BOBEJBO)FSJUBHF canadiansportforlife.ca physicalliteracy.ca