Investigating the relationship between emotions and physical literacy in a quality physical education context.

Affective experiences have been shown to influence attitudes and future behaviors related to physical activity, but no studies have related these experiences to physical literacy or examined affective experiences in quality physical education (QPE). The aim of this study was to describe emotions experienced in a QPE context and relate those emotions to students' physical literacy and self-esteem. A cross-sectional study of 145 4th and 5th grade students was surveyed after a single PE class on their emotional experiences (positive emotions: pride, enjoyment, and relief; negative, emotions: shame, anger, and boredom; aggregate emotional experience as the sum of positive and negative emotions) physical literacy (self-description and movement valuation) and self-esteem.

"Where was this when I was in Physical Education?" Physical literacy enriched pedagogy in a quality physical education context.

Introduction: In recent years, there has been a call to restructure physical education (PE) practices and outcomes. A physical literacy enriched pedagogy approach would support this change by more intentional design of lesson planning that includes concurrent development of competence & confidence and inclusion of students of all levels of ability, leading to holistic development of the student. Despite this potential, there is little research to date that outlines PE pedagogical practices with physical literacy as a foundation.

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.

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.

Assessment of Professional Circus Students' Psychological Characteristics at Four Strategic Timepoints over the Scholastic Year: A Longitudinal Study Using the Stress Process Model.

Objective: The circus professionalization process entails extensive training to mitigate the high-risk demands which increase stress in artists. In high-risk professions, everyday hassles (challenges) contribute greatly to overall stress. To capture the impact of daily challenges on student-artists, the aim of the current study was to describe the magnitude and pattern of daily challenges as well as their relationships with perceived coping, anxiety, fatigue, and psychological distress.

When the world stops: The impact of COVID-19 on physical activity and physical literacy.

Matched pre-during pandemic comparison (160 children) revealed a substantial reduction in physical activity ( < 0.001, r = 0.83), environmental participation ( = 0.

Enjoyment of Physical Activity-Not MVPA during Physical Education-Predicts Future MVPA Participation and Sport Self-Concept.

There exists a general understanding that physical education (PE) is a means to create a physically healthy population. However, disagreements arise over primary practices within PE to achieve this end. The primary divergence is whether PE facilitators should primarily ensure participants exert a specific level of energy during class or develop their confidence, competence, knowledge, and motivation for meaningful physical activity (PA) participation outside of the PE classroom (referred to as physical literacy (PL)).

A Loose Parts Randomized Controlled Trial to Promote Active Outdoor Play in Preschool-aged Children: Physical Literacy in the Early Years (PLEY) Project.

Background: The Physical Literacy in the Early Years (PLEY) intervention is a randomized mixed-methods controlled trial focused on embedding loose parts materials into the outdoor play spaces of regulated child care centres across Nova Scotia. The aim is to evaluate the efficacy of the PLEY intervention versus standard regulated childcare practice in influencing thoughts and behaviors of children, parents, and educators.

Methods: Participating early child care centres (n = 19) were randomly assigned to intervention or control sites.

Accelerometry-measured physical activity and sedentary behaviour of preschoolers in Nova Scotia, Canada.

The objective of this study was to describe the levels and bouts of physical activity (PA) and sedentary behaviour (SB) among preschoolers in Nova Scotia, Canada, and the proportion meeting PA and step guidelines. Children (75 boys, 49 girls; mean age = 4.2 (range = 3-5 years)) participating in the Physical Literacy in the Early Years (PLEY) study provided data.

Let the Children Play: Scoping Review on the Implementation and Use of Loose Parts for Promoting Physical Activity Participation.

Active play has become a critical focus in terms of physical activity participation in young children. Unstructured or child-led play offers children the opportunity to interact with the environment in a range of different ways. Unstructured materials, often called loose parts, encourage child-led play, and therefore may also promote physical activity.