The Impact of an Intentionally Designed Physical Literacy Recreation Program on the Fundamental Movement Skills of Kindergarten Children in Alberta, Canada
Abstract
Purpose: A growing body of literature has suggested that providing children and youth with meaningful and intentional physical activity programming may result in better physical literacy development, including increases in physical competency, motivation, and confidence. The objective was to determine if an eight-month intentionally designed physical literacy recreation program would promote better fundamental movement skill development when compared to standard recreation programs.
Method: A total of 59-children, 4- to 5-years of age, were enrolled in either an intentionally designed physical literacy program (n=35), or enrolled into parent-selected programs (n=24). Children were assessed at the beginning and end of the program using the TGMD3 & BOT-2 assessment batteries.
Results: Results indicated a significant increase in fundamental movement skills between pre- and post-measures and a significant difference between genders; however, program type was not a significant factor.
Conclusion: Findings suggest that extra-curricular recreation programming is beneficial to the fundamental movement skill development of kindergarten-aged children.
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