DEVELOPING

PHYSICAL LITERACY
Building a New Normal for all Canadians
DEVELOPING
PHYSICAL LITERACY

WRITERS CONTRIBUTORS AND EDITORS

Colin Higgs, PhD Jim Grove
John Cairney, PhD Mark Verbeek
Paul Jurbala, PhD Andrea Carey, MEd
Dean Dudley, PhD Heather Ross-McManus
Richard Way, MBA Lucinda Jagger
Drew Mitchell PJ Naylor, PhD
Tyler Laing

SPECIAL THANKS
Sport for Life is grateful to our review team for the insights, effort, and time
they put into this resource.

Alexandra Stoddart, PhD Melanie McKee

Alexandra Wilson, MSc Natalie Philippe, RN
Alyssa Hindle, MSc Pierre Morin
Louise Humbert, PhD

ISBN: 978-1-927921-41-8

Copyright© 2019 Sport for Life Society. 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
Sport for Life.

CONNECT WITH US

sportforlife.ca @SportForLife_

Ce document est disponible en français. Veuillez contacter [email protected]

si vous souhaitez recevoir une copie.

This project is funded in part by the Government of Canada.

Ce projet est financé en partie par le gouvernement du Canada.

PREFACE
Physical activity and its associated health benefits are well-known
to people involved in public health, education, and sport. It is
also known that physical inactivity contributes to poor well-being,
increased health care costs, reduced quality of life, and shorter life
expectancy. This document discusses the important contribution of
physical literacy in overcoming the inactivity crisis.

As defined in Canada’s Physical Literacy Consensus adults maintained their physical literacy through
Statement (International Physical Literacy Associ- daily vocational activities and other forms of habitual
ation, 2014), “Physical Literacy is the motivation, physical activity including recreation that were largely
confidence, physical competence, knowledge and physical in nature. However, in today’s world children
understanding to value and take responsibility for are much less frequently engaged in unstructured
engagement in physical activities for life.” In the past, play, and adults are increasingly sedentary at work
children developed physical literacy, in part, though and at home, creating an inactivity crisis.
regular unstructured play, and the vast majority of
To address the inactivity crisis, Canada has developed (Spence, Faulkner, Bradstreet, Duggan, & Tremblay,
a national policy document titled Common Vision for 2015), and Curbing Childhood Obesity (Government
increasing physical activity and reducing sedentary of Canada, 2011). In the Common Vision document,
living in Canada: Let’s Get Moving that “serves to specific emphasis is placed on the importance of
complement and align with other relevant policies, physical literacy to increasing physical activity. These
strategies and frameworks” (Government of Canada, documents advocate how physical literacy is asso-
2018) including the Canadian Sport Policy 2.0 (2012), ciated with lifelong involvement in physical activ-
Framework for Recreation in Canada (Canadian Parks ity. Therefore, it is critical that physical literacy, like
and Recreation Association/Interprovincial Sport and numeracy and literacy, is fostered from an early age
Recreation Council, 2015), Active Canada 20/20 and developed throughout the life course.

35000

30000
Inactivity related deaths
Annual Number of Deaths

(Heart disease, Stroke and Diabetes)

25000

20000

15000 Cancer related deaths

10000

5000
*Alzheimer’s

*Does not include other forms of age-related dementia

0

1-14 15-24 25-34 35-44 45-54 55-64 65-74 75-84 85+

Age Group (Years)

Figure 1: Canada’s Aging Population and the Burden of Disease

Compiled from: Statistics Canada. Leading Causes of Deaths in Canada, 2009, CANSIM Tables 102–0561 and 102–0562. Date modied: 2013-10-03

This document describes the essential components of physical literacy, outlines how to support
the development of physical literacy in all stages of life, and discusses strategies for delivering
coordinated physical literacy programs for Canadians of all ages, genders, ethnicities, and
abilities. This resource is not a programming guide but rather a rationale and road map for
all citizens to enjoy greater health, well-being, and inclusion by choosing an active lifestyle
founded on physical literacy.
 Table of Contents
SECTION 1 SECTION 6
Physical Literacy...................................... 2 Sectors and Practices............................ 73
The Need for Physical Literacy................................. 3 Public Health......................................................... 74
Defining Physical Literacy........................................ 7 Recreation............................................................ 76
Core Elements of Physical Literacy......................... 12 Sport.................................................................... 78
Valuing Physical Literacy........................................ 17 Education............................................................. 81

The Arts................................................................ 84
SECTION 2
Developing Physical Literacy Vocation............................................................... 85
for Life................................................... 21 Daily Living........................................................... 87
Physical Literacy in Early Childhood....................... 25
SECTION 7
Developing Physical Literacy in Childhood............. 33
Shaping Physical Literacy
Developing Physical Literacy in Adolescence.......... 40 Policy and Strategy............................... 88
Physical Literacy in Sports and the
SECTION 8
Performance Arts—Moving to Mastery................. 45
Conclusion: Taking Physical
Physical Literacy in the Adult and Older Years........ 50 Literacy Forward...................................... 93

SECTION 9
SECTION 3 Appendices............................................ 94
Equitable Opportunities for All........... 54
Appendix A—A Brief History of
Physical Literacy and the Gender Gap.................... 56 Physical Literacy.................................................... 94
Physical Literacy for Persons with Disabilities......... 57 Appendix B—Definitions ...................................... 95

SECTION 4 Appendix C—Research in

Developing Physical Literacy in Physical Literacy.................................................... 98
Different Environments........................ 60 Appendix D—Physical Literacy
Physical Literacy in Nature..................................... 61 Assessment Tools.................................................. 99

Physical Literacy in Air........................................... 63

SECTION 11
Physical Literacy on Ice and Snow.......................... 66 References........................................... 101
Physical Literacy in Aquatic Environments.............. 68

SECTION 5
Assessing Physical Literacy................... 71
 Physical Literacy | 2
SECTION

1 Physical Literacy

Who Needs to Know?

Leaders and Educators Program Designers Recreation Professionals

So when they work with partici- So they can design programs that So they can build physical literacy
pants they can encourage them include a wide range of skills and development in their activities to
to try different activities and learn activities, and that take place in ensure participants develop skills,
new skills. a variety of environments (on have fun, and want to maintain
the ground, in water, on ice and an active lifestyle.
snow, and in the air).

Parents and Coaches Canadian Sport System Leaders Health Practitioners

So they can discourage early So that sport, recreation, educa- So they can consider physical lit-
over-specialization in a single tion and health can work togeth- eracy principles while working to
sport, since early specialization er to create an environment in improve the population’s health,
can lead to overuse injury and which every Canadian, regardless prevent and treat diseases and
participant burnout. of age, has the opportunity to take injury, monitor existing situa-
part in healthy physical activity. tions and trends, and promote
healthy behaviours.
 Physical Literacy | 3

The Need for Physical Literacy

The Physical Inactivity Crisis

Despite the fact that physical inactivity and The Canadian Physical Activity and
its associated health consequences are 24-Hour Movement Guidelines
well-known, research shows that not nearly
enough Canadians are meeting the physical recommend 150 minutes of moderate-
activity recommendations of the 24-hour to-vigorous physical activity per week
Movement Guidelines. While 62% of pre- for adults (preferably in segments
school-aged children (three to four years)
of no less than 10 minutes spread
meet the physical activity recommendations,
only 38% of children and youth (ages five to over several days) and 60 minutes of
17), 18% of adults (ages 18-plus), and 14% moderate-to-vigorous physical activity
of older adults (65-79) currently meet their every day for children and youth
recommendations (Government of Canada,
2018). Inactivity contributes to poor well-be- (Tremblay, 2016).
ing, increased health care costs, reduced
quality of life, and shorter life expectancy.

A report issued by the Canadian House of Commons’ Stand-

ing Committee on Health states that treatment of chronic dis-
eases linked to physical inactivity costs the healthcare system
up to $6.8 BILLION annually, which equates to 4% of total
healthcare costs (Government of Canada, 2019).
Physical Literacy | 4

The global recommendations set by the World Health Organization (2010) state:

• Children and youth aged 5–17 should accumulate at least 60 minutes of moderate- to vigorous-intensity physical activity daily.
• Adults aged 18–64 should do at least 150 minutes of moderate-intensity aerobic physical activity throughout the week or do at
least 75 minutes of vigorous-intensity aerobic physical activity throughout the week or an equivalent combination of moderate-
and vigorous-intensity activity.
• Older adults should do at least 150 minutes of moderate-intensity aerobic physical activity throughout the week or do at least
75 minutes of vigorous-intensity aerobic physical activity throughout the week or an equivalent combination of moderate- and
vigorous-intensity activity.

Largely due to lack of awareness and investment, global progress to increase physical
activity has been slow. Levels of inactivity will actually increase as countries or communities
develop economically, particularly due to changes in transportation methods, increases
in technology use, and urbanization. In some countries, levels of inactivity can reach as
high as 70%. Social factors and cultural values also influence physical activity levels, and
in most countries and communities, marginalized populations have fewer opportunities
to access safe, affordable, and appropriate physical activity programs and environments
(World Health Organization, 2018).

The result is inequity in rates of participation, mean-

ing some populations and social groups are more
vulnerable to inactivity than others.

In short, the consequences of physical inactivity are

significant. All the challenges highlighted by the World
Health Organization exist in Canadian communities.
 Physical Literacy | 5

Physical Literacy is Essential

Increased sedentary behaviour through an erosion of recreation to vocational activities such as firefighting
unstructured play, greater dependency on technology and carpentry. However, we now face a situation
and changes in the nature of work (from physical where we have engineered movement opportunities
to mental) are some of the elements which not only and experiences out of our environment, and we
reduces physical activity levels among children, youth, need to support the development of physical literacy
and adults, but also affects the development of phys- as a counter-measure.
ical literacy.
Physical literacy needs to be actively developed as
it cannot be assumed it will occur naturally as part
of normal growth. While part of the solution is to
Physical literacy in simple terms is the
provide greater opportunities for unstructured play
competence, confidence, knowledge,
and risky activity, it is important to remember that
and motivation to engage in physical
people of all ages do not innately develop motivation,
activity for life. confidence, physical competence, knowledge and
understanding to value and take responsibility to be
active for life. Accordingly, physical literacy must be
A generation ago, unstructured play and risky play nurtured, supported, and encouraged. This means we
were common, which helped develop physical literacy need to look at ways to support every person’s unique
and prepared children for a life-time of active pur- physical literacy journey throughout the life course.
suits. Those pursuits could range from sport and

Physical Literacy and Health

The physical and mental health benefits of regular Being healthy enables individuals to continue their
physical activity are well established in the research physical literacy journey throughout life, further con-
literature. Since individuals who lack the skills, confi- tributing to their participation in physical activity and
dence, competence, and knowledge to be physically their sense of well-being. Physical literacy is believed
active are less likely to participate in physical activ- to impact health in other ways as well. One example
ity, physical literacy is considered to be a gateway is injury reduction. A person with a high degree of
to physical activity. Consequently, physical literacy physical literacy can successfully navigate potential
is itself a determinant of health through its positive hazards in their environment (e.g., icy surfaces),
influence on physical activity. Dr. John Cairney and thereby reducing the risk of physical injury such as
colleagues (2019a) published an evidence-based fractures or concussions. Through its behavioural,
model that shows the connections between physical cognitive, and affective domains, physical literacy
literacy, physical activity and health outcomes across also helps to build durability by promoting a positive
the life course (see Figure 2). self-concept (e.g., self-esteem) and reducing social
isolation and inhibition. Additionally, cooperative play
and participation builds strong psychological and
social foundations.
Physical Literacy | 6

Old Age
Emerging Adulthood
Adulthood
Adolescence
Childhood
Early
Childhood Physical Health:
Reduced risk of CVD,
Individual Individual Type 2 Diabetes,
Factors Factors Overweight, Blood
Pressure, cancer,
PHYSICAL LITERACY fracture, OA

Confidence /
Positive
Mo�va�on Mental Health:
Physiological
Physical Activity: Adaptations to Reduced risk of
Stress: depression, anxiety,
Movement Social increased self-
a. active improved
Competence: Participation esteem
transport fitness
Land, air, water b. exercise
c. occupational Social &
Positive Affect: Psychological Social Health:
Fun, happiness, Adaptations Increased
enjoyment productivity, social
inclusion
Environmental Environmental
Contextual Contextual
Knowledge

Figure 2: Physical Literacy, Physical Activity and Health: Toward an Evidence-Informed Conceptual Model
Reprinted by permission from Copyright Clearance Center: Springer Nature, Physical Literacy, Physical Activity and Health: Toward an Evidence-Informed Conceptual
Model by John Cairney, Dean Dudley, Matthew Kwan et al. Copyright 2019.

HEALTH BENEFITS OF PHYSICAL ACTIVITY

Many national and international organizations, including the
American College of Sports Medicine (ACSM) and the Canadi-
an Society for Exercise Physiology (CSEP), endorse “exercise as
medicine” given the strong evidence of improvement to health
and reduction in mortality (Exercise is Medicine, 2018).
 Physical Literacy | 7

Defining Physical Literacy

As support for physical literacy has grown, slightly different definitions have emerged that focus on
varying aspects of the concept according to different contexts and priorities (see Appendix B).

The definition of physical literacy will likely continue The challenge is to establish a working definition of
to evolve as more research is conducted. However, it physical literacy for the Canadian context while also
is broadly understood and accepted that physical lit- acknowledging the major themes and ideas embed-
eracy involves individuals developing the competence, ded across different definitions in different countries
confidence, knowledge, and motivation to engage in and different sectors. The hope in doing so is to
physical activity. Precisely how these elements interact advance the physical literacy movement in Canada
and influence each other is the subject of ongoing while recognizing the breadth and diversity of physi-
debate within research, policy, and practice. cal literacy and identifying points of synergy.
Physical Literacy | 8

The Canadian Definition

In 2015 a number of organizations collaborated to develop a Canadian Consensus Statement for Physical Liter-
acy (refer to page 10, Figure 5A). The Consensus Statement presented a definition of physical literacy that had
been established by the International Physical Literacy Association in 2014 and that was subsequently formally
adopted at the International Physical Literacy Conference 2015*. It remains one of the most accepted definitions
to date and it is the prevailing definition in Canada:

physical
competence
motivation
knowledge
valuing

confidence

Figure 3: Physical Literacy Wheel

Physical Literacy is the motivation, confidence, physical competence, knowledge and

understanding to value and take responsibility for engagement in physical activities for life.

~International Physical Literacy Association, 2014

Canada’s Physical Literacy Consensus Statement, 2015

*Due to some specific challenges that needed to be resolved in translating the definition in French, a French-language version was only later adopted by a num-
ber of Francophone organizations at the Sport for Life Canadian Summit in January 2016.
 Physical Literacy | 9

This definition recognizes several of the most

agreed upon components of physical literacy: moti-
vation, confidence, physical competence, knowledge,
and understanding. Physical literacy is the skills,
knowledge and behaviours that give
As the understanding of physical literacy evolves, us the confidence and motivation to
alternate descriptions and definitions emerge. Appen- move throughout our lives.
dix B features a range of definitions and descriptions.
A good example of how the language has evolved can
be seen in the following definition from Sport Australia:

SPORT AUSTRALIA GOES ON TO SAY:

Photo: Courtesy of Sport Australia

Developing your physical literacy can give you the confidence and
capability to be active, and stay active for life.

This is because physical literacy gives you:

• the physical skills and fitness,
• the attitudes and emotions that motivate you to
be active,
• the knowledge and understanding of how, why
and when you move, and
• the social skills to be active with others.

Figure 4: Sport Australia’s Physical Literacy Wheel

Any person, at any life stage and circumstance, can improve their physical literacy.

(Sport Australia 2017)

Together, these various definitions remind us that, while the definition of physical literacy may
change and evolve, ultimately it is a concept made up of affective, physical, cognitive, and
behavioural elements.
 Physical Literacy | 10

Canada’s
Physical Literacy June
Consensus Statement 2015
In recent years, various stakeholders have engaged in activities to
promote and develop physical literacy. Excitement around the concept has
also led to a variety of definitions, and sometimes a misuse of the term
by using it interchangeably with “physical activity”, “physical education”,
“fundamental movement skills” or “motor skill development”. In a broad
consultation, sector leaders in Canada suggested that a common
definition with consistent language was needed to provide clarity
for the development of policy, practice and research.

ThepurposeofthisStatementisto:
• promote the value of physical literacy • improve the consistency and clarity of
and preserve the integrity of the concept communications relating to physical literacy
•a
 dvocate for the use of a common definition •inform the consistent and co-ordinated
of physical literacy, as defined by the development of physical literacy tools and
International Physical Literacy Association resources created by various stakeholders.
• facilitatealignment within and between the
multiple sectors in the physical literacy community

DefinitionofPhysicalLiteracy
Physical literacy is the motivation, confidence, physical
competence, knowledge and understanding to value and
take responsibility for engagement in physical activities for life.
International Physical Literacy Association, May, 2014

Figure 5A: Physical Literacy Consensus Statement

10
 Physical Literacy | 11

TheElementsof Motivationandconfidence(Affective)
PhysicalLiteracy Motivation and confidence refers to an individual’s enthusiasm for,
enjoyment of, and self-assurance in adopting physical activity as an
integral part of life.
The definition of
Physicalcompetence(Physical)
physical literacy
Physical competence refers to an individual’s ability to develop
includes four essential
movement skills and patterns, and the capacity to experience a
and interconnected variety of movement intensities and durations. Enhanced physical
elements whose relative competence enables an individual to participate in a wide range of
physical activities and settings.
importance may change
throughout life. Knowledgeandunderstanding(Cognitive)
Knowledge and understanding includes the ability to identify and
express the essential qualities that influence movement, understand
the health benefits of an active lifestyle, and appreciate appropriate
safety features associated with physical activity in a variety of
settings and physical environments.

Engagementinphysicalactivitiesforlife(Behavioural)
Engagement in physical activities for life refers to an individual
taking personal responsibility for physical literacy by freely choosing
to be active on a regular basis. This involves prioritizing and sustaining
involvement in a range of meaningful and personally challenging
activities, as an integral part of one’s lifestyle.

CorePrinciples Physicalliteracy:
• is an inclusive concept accessible to all
Five core principles • represents a unique journey for each individual
underlie the definition • can be cultivated and enjoyed through a range of experiences
in this Statement. in different environments and contexts
• needs to be valued and nurtured throughout life
• contributes to the development of the whole person.

Authors of this Statement

Canada’s Physical Literacy Consensus Statement is the result of a collaborative process
among ParticipACTION, Sport for Life Society, the Healthy Active Living and Obesity
Research Group at the Children’s Hospital of Eastern Ontario Research Institute, Physical
and Health Education Canada, Canadian Parks and Recreation Association, and the Ontario
Society of Physical Activity Promoters in Public Health. Representatives from the International
Physical Literacy Association also contributed in an advisory capacity.

This consensus process was made possible, in part, by the RBC Learn to Play Project,
with funding from RBC and the Public Health Agency of Canada.

Figure 5B: Physical Literacy Consensus Statement

Physical Literacy | 12

Core Elements of Physical Literacy

As per the International Physical Literacy Association definition and Canada’s Physical Literacy
Consensus Statement there are four essential and inter-connected elements.

1 2 3 4
MOTIVATION PHYSICAL KNOWLEDGE & ENGAGEMENT
& CONFIDENCE COMPETENCE UNDERSTANDING IN PHYSICAL
(AFFECTIVE) (PHYSICAL) (COGNITIVE) ACTIVITIES FOR LIFE
(BEHAVIOURAL)

1 2

4 3

Figure 6: Physical Literacy Core Elements

 Physical Literacy | 13

Motivation skills in different sport and activity settings. However,

confidence can also be an important precursor to
Whether an individual is participating in a sport, engaging in the very activities that serve to develop
adopting an exercise program, or just having fun these skill competencies. This confidence may relate
with friends, motivation is essential. There are many to existing perceptions of social acceptance and
dimensions to motivation, but the most commonly connectedness, or feelings of support from family,
identified elements in relation to physical literacy are friends, teachers, and coaches. In this sense, confi-
competence and confidence. Motivation to partici- dence is largely interdependent with other essential
pate is higher when an individual believes they have elements of physical literacy, including motivation and
the ability to perform the necessary skills. competence (see Figure 3: The Physical Literacy Wheel).

Confidence Physical Competence

Confidence comes with practice and mastery of skills. Physical competence refers to an individual’s ability
It is about believing in your abilities and having the to develop movement skills and patterns, and the
confidence to try new things because you have a capacity to experience a variety of movement inten-
history of success. Confidence is frequently viewed sities and durations. Enhanced physical competence
as a principal outcome of physical competence. enables an individual to participate in a wide range of
As individuals develop competence they generally physical activities and settings.
experience an increase in confidence to apply those
Physical Literacy | 14

Knowledge and Understanding Other Important Elements….

Knowledge and understanding includes the ability to ENJOYMENT (POSITIVE FEELING STATES)
identify and express the essential qualities that influ- When the elements of motivation, confidence,
ence movement, understand the health benefits of physical competence, knowledge, and understanding
an active lifestyle, and appreciate appropriate safety come together they are powerful determinants of
features associated with physical activity in a variety participation. When physical movement is fun and
of settings and physical environments. enjoyable, the ties between competence, confidence,
and movement skill are strengthened. However,
Physical literacy is part of our identity. It represents
humans are inherently pleasure seeking: we avoid
more than just instrumental knowledge about health
activities that we dislike. Therefore it is important to
risks and benefits. It is coming to see oneself as an
create positive feelings towards physical activity.
active, physical human being. Participation in activity
helps to shape our knowledge of ourselves.
 Physical Literacy | 15

Fun is more than simply smiles on faces; fun is about

challenges, and this is unique to each individual.
Without an appropriate level of challenge, any activity
becomes boring. With the right amount of fun and
challenge, enjoyment (positive feeling states) is created
that builds and maintains the motivation to continue.

Common Misunderstandings
A common misunderstanding is that physical compe-
tence which entails learning fundamental movement
skills is sufficient. Movement skills such as kicking,
throwing, striking, running and jumping are neces-
sary, but only part of developing physical literacy.

Another common misunderstanding is that physical

activity and physical fitness are components of physi-
cal literacy. While they may play important roles in the
ongoing development and evolution of an individual’s
physical literacy, these are better viewed as outcomes
rather than components.

A common assumption is that knowledge and under-

standing of physical literacy means awareness of phys-
ical activity guidelines or knowledge about the health
benefits of physical activity. This is only partly true. CULTURAL
Developing physical literacy is related to an indi-
SOCIAL vidual’s cultural context. Similar to physical literacy
In the context of physical literacy, social can take allowing for social connectedness, it can also be a
many forms. There is the basic social connectedness connector to cultural practices and can be an oppor-
that occurs from participation in sport and physical tunity to explore traditional teachings and customs.
activities. For many people, fun and friendship are the If someone has not developed physical literacy, then
most important motivations for being physically active. they may not be able to partake in important cultural
activities and inversely, those cultural traditions may
Another aspect of the social experience is feeling
provide opportunities to develop physical literacy.
comfortable, competent, and confident while partic-
Different movement skills, environments, and knowl-
ipating with others. Individuals who feel inhibited in
edge and understanding will play different roles
the presence of other participants will withdraw from
depending on where someone is and what they are
physical activity if they feel they lack sufficient skills
taking part in. Whether it is traditional activities to
and ability.
an Indigenous community, or the opportunity for a
Finally, there are the social and cultural factors that newcomer to learn to play a sport that is culturally
influence the development of physical literacy and important in their new home—physical literacy devel-
the range of accepted activities that are available opment plays a crucial “cultural connection” role and
for participation. must be planned for and appreciated.
Physical Literacy | 16

Throughout this resource you will find innovative ideas for your consideration. Whether they have
been published or not, their purpose is to be a catalyst for innovative thinking.

FUN
Whenever quality physical literacy or sport experiences are considered, FUN is always seen
as key element. This figure has been developed from the early work of Dr. Amanda Visek,
which identifies key determinants of FUN within a quality sport environment.

Belonging/Membership

Team
Rituals Te
ag Frie am
Sw nd
s
Supportive Environment

Mental

Self Improvement
DETERMINANTS OF Bonuses
FUN IN QUALITY SPORT
Positive Game Time Learning
Coaching Competition &
Support
Improving

Practices Trying
Hard

Sensation
of
Playing

Joy of Movement
Redrawn based on the work of: Amanda J. Visek, PhD, & Heather M. Manning, M.S. The George Washington
University, Milken Institute School of Public Health, Department of Exercise & Nutrition Sciences

Figure 7: Determinants of Fun in Quality Sport

Redrawn based on the work of Dr. Amanda Visek and colleagues (2015). The George Washington
University, Milken Institute of Public Health, Department of Exercise & Nutrition Sciences.
 Physical Literacy | 17

Valuing Physical Literacy

There are a number of reasons why we, personally and organizationally, should value and promote
physical literacy within our society. For the health and wellness of the nation, people—ranging
from government leaders to parents—need to consider the following points, which can be
achieved through the development of physical literacy.

Active Participation Durability

Throughout life each person is engaged in a mean- Durability is a combination of physical, mental, and
ingful way in physical activity and movement. This social resources that allows an individual to persist
could include participation in different sports, activi- and endure challenges to achieve personal and
ties such as dance or movement arts, martial arts, or social goals.
active unstructured play (e.g., riding a bike or hiking
in the woods with friends).
“People of all ages but adults in particu-
Physical activity is not the primary outcome in itself; lar should engage in resistance training,
what is important is that people acquire the profi- aerobic exercise, balance and flexibility
ciency of movement needed to maintain active partic- training to ensure their bodies remain
ipation in daily living and different vocations. durable” (Grove et al., 2016, p. 25).

Safety Physical literacy helps build durability by facilitating

Physical literacy promotes safety through acquiring active participation and the physical and psychologi-
psychological and physical competency, which in turn cal benefits arising from it. Durability ensures people
reduces the risk of physical or psychological injuries can participate at home, at work, and in their com-
from active participation. munities for longer, and the quality of participation is
more meaningful. As an extreme example, training to
Physical literacy includes movement competencies on run a marathon or a long-distance bike race requires
land, in the air, in water, and on snow and ice. For physical and mental toughness, fitness and skill. To
example, learning to walk (or run) on slippery sur- complete these events shows durability in the face of
faces like ice reduces the risk of injury from falls. challenges and adversity.
Physical Literacy | 18

Health and Well-being Education

The physical and mental health benefits of active par- Many Canadian curricula now recognize the value of
ticipation are well documented in the research litera- physical literacy and identify that the knowledge and
ture. Greater participation is associated with reduced skills acquired in health and physical education will
risk of many chronic diseases and increased life enhance the everyday experiences of students and
expectancy. Ultimately, if physical literacy is the gate- help them to lead healthy, active lives.
way to active participation, then physical literacy is also
the gateway to better health and well-being across the
life course. Part of the connection is through physical
Excellence in Sport and
literacy’s impact on safety and durability. Performance Arts
Physical literacy improves the way people move, To excel at the top levels of competitive sport and
which reduces the risk of injury during physical activity. performance arts such as dance or circus, most indi-
viduals need to develop superlative physical literacy.
Achieving Individual Potential Competitors and performers at the national and
international level, both professional and amateur,
The development of physical literacy spans our entire require advanced movement proficiency far beyond
life and everyone’s journey is unique. Physical literacy the average person, as well as motivation, confi-
facilitates participation, which in turn allows individu- dence, and knowledge to go with it. This demands
als to meet their goals and reach their own level of mas- the most thorough expression of physical literacy that
tery in a given activity. It is the key to achievement of one can imagine.
personal growth and development through movement.

Table 1: Literacies

Physical
Literacy Numeracy Music All Domains
Literacy

Be a mathematician, Play professionally, Compete at the

Highest Write professionally,
statistician, engineer study music, be highest level, play Mastery of the activity
Pursuit pursue literature
or scientist music critic professionally

Make change, fill in Play sports, engage Which motivates to

Read newspapers, Play an instrument for
Daily Use tax forms, calculate in healthy physical learn more, improve
signs, directions personal enjoyment
day-to-day numbers activity and value the actvity

Put letters and words Add, subtract multiply, Combine fundamental

Functional Develops competence
together to read and divide for basic Play simple tunes movement skills into
Level and confidence
write arithmetic games and activities

Basic
Building Learn Letters Learn Numbers Learn Notes Learn Movement Skills Learning
Blocks

Based on Corlett & Mandigo, 2013

 Physical Literacy | 19

ALWAYS MOVING APPROPRIATE

space and equipment

1 1
SESSION CHARACTERISTICS

DESIGN CONSIDERATIONS
FUN AND SOCIAL SYMMETRY

2 2
(right – left)

CHALLENGING
3 5 5 3 MIMICRY

WITH PURPOSE 4 4 CUEING AND

5 5
FEEDBACK

EVERYONE INCLUDED TEACHING GAMES

FOR UNDERSTANDING
Figure 8: Five Plus Five for Physical Literacy
Five session characteristics plus five design considerations for developing physical literacy.

POSITIVE OUTCOMES FROM

A QUALITY PHYSICAL
LITERACY EXPERIENCE.
Physical Literacy | 20

Core Components of Program Design

Participation in quality physical literacy experiences will produce a number of positive outcomes in each par-
ticipant’s experience, understanding, and application of movement in a variety of settings. This participation
leads to improvements in physical and mental health, increased fitness and enhanced performance through
the connection-based and competence-based components of program design identified in Figure 9.

Participating in physical activity leads to

ENHANCED ENHANCED
CONNECTIONS COMPETENCE
enjoyment movement skills
Improved mental and physical health

Increased fitness and performance

motivation sequencing
movement skills
confidence
a repertoire of
social
movement skills
kinesthetic and
modifying skills for
spatial awareness
circumstances
comprehension of
decision making in
movement terms
movement skill selection

bilaterality—using both sides

of the body

Figure 9: Core Components and Considerations of Program Design

 Developing Physical Literacy for Life | 21
SECTION

Developing Physical
2 Literacy for Life

Providing a quality physical literacy experience should be the key focus of everyone, including
parents/guardians, teachers, coaches, and recreation leaders, administrators and policymakers
in public health, recreation, sport, education, and the arts, as well as urban planners. Different
individuals, groups, and sectors of society are involved at different stages, and it is important that
they work together with others for the benefit of children and adults who wish to be and/or remain
physically active.

Physical literacy is an interconnected set of affective, and motivation (disposition to try new activities) and
physical, cognitive, and behavioural abilities that can through to increased participation in activity, health,
be developed and must be maintained over time (see and improved quality of life. Presenting the path-
Figure 10). By depicting the development of physical way in this way also suggests how the relationships
literacy as a spiral, we can visualize how develop- between the steps can be explored – for example,
ment occurs. how improved proficiency in a repertoire of move-
ments (#4) leads to improved adaptability to new
This diagram shows an individual’s path of devel- movements (#5), or how increased success in new
opment progressing from access to an enriched, activities (#8) can lead to improved retention (#9)
stimulating movement environment (#1) and exten- and increased overall participation and physical
sive participation and development of movement activity (#10).
repertoire and proficiency, to increased self-efficacy

12. IMPROVED
QUALITY OF LIFE

10. INCREASED
PARTICIPATION 11. IMPROVED
(# activities x time) HEALTH

8. INCREASED 9. RETENTION IN
SUCCESS IN NEW NEW ACTIVITIES
ACTIVITIES
7. INCREASED
6. INCREASED DISPOSITION TO
SELF-EFFICACY TRY NEW
ACTIVITIES

4. IMPROVED 5. IMPROVED
PROFICIENCY ADAPTABILITY TO
ACROSS NEW MOVEMENTS
REPERTOIRE
3. INCREASED
2. EXTENSIVE MOVEMENT
DEVELOPMENTAL REPERTOIRE
PARTICIPATION
1. ENRICHED
MOVEMENT
ENVIRONMENT
Figure 10: The Spiral of Physical Literacy Development (Jurbala, 2015)
Developing Physical Literacy for Life | 22

The goal is to create a positive spiral of engage- an easier time navigating potential hazards in their
ment where physical literacy leads to health through environment, thereby reducing the risk of physical
engagement in physical activity. Being healthy subse- injury. Through its affective, physical, cognitive, and
quently allows individuals to continue their physical behavioural domains/elements, physical literacy also
literacy journey throughout life, further contributing helps to build resiliency by promoting a positive
to their participation and well-being. Physical lit- self-concept (e.g., self-esteem) and reducing social
eracy is believed to impact health in other ways as isolation and inhibition. Collective play and participa-
well, such as through injury reduction. Someone tion builds strong psychological and social foundations.
with a higher degree of physical literacy will have

Mental Health Benefits

Depression and anxiety are among the most com- Finally, mental health problems are commonly co-oc-
mon of mental health problems in the population, curring across the major chronic diseases that lead
affecting one in every five Canadians and costing to mortality, disability and reduced quality of life in
the economy billions in health care costs and lost Canada. For example, depression often accompanies
productivity. Exercise and physical activity are now cancer, heart disease and chronic inflammatory condi-
recommended as first line therapies in the treatment tions like arthritis. Targeting mental health is essential
of mild to moderate depression (Ravindran et al., for improving quality of life for everyone. (Ratnasing-
2016). There is growing evidence to support physical ham et al., 2013)
activity may also play an important role of the preven-
tion of mental health problems like depression and Regular physical activity has mental and social bene-
anxiety (Mutrie & Faulkner, 2003). Given the large fits. No single type of physical activity has been shown
and growing burden of mental health problems in to be better for improving social and mental health,
the population, physical activity offers a cost effec- although group activities have significant potential.
tive and efficacious alternative to managing mental Brain health is more than just mental health. It is
health in Canada. Physical literacy is essential as a about the efficiency and function of our cognitive
gateway to physical activity and therefore a gateway capacities. Here too, physical activity and physical
to mental health. literacy have an important role to play. The connec-
Physical activity, and by extension physical literacy, is tions between brain cells help to develop and main-
not just important for preventing and treating mental tain thinking ability. Physical activity stimulates the
health problems, it is also associated with positive production of new brain cells, but it does not auto-
mental well-being. Research shows that individuals matically increase the number of connections. Brain
who are active report more positive perceptions of self activities create connections between brain cells, but
(higher self-esteem and self-worth), are more resilient they do not stimulate the creation of brain cells on
and have higher quality of life then inactive individuals their own. Therefore, brain health—particularly in the
(Fortnum et al., 2018). senior years—can be promoted through the combi-
nation of physical activity and learning, and these are
supported by the continued development and main-
tenance of physical literacy.
 Developing Physical Literacy for Life | 23

Stages in the Development of Physical Literacy

Each individual is on their own unique physical Physical literacy is a life-long proposition. It begins
literacy journey, and these journeys are rarely linear. to develop in early childhood, and then it grows and
The journey will differ based on exposure and access expands into a greater array and complexity of skills,
to various environments and activities. Whether an capacities, and understandings during adolescence
infant is first learning to stand, or an older adult is and adulthood. At different stages of life, physical
attempting to skate for the first time, the key is devel- literacy may serve different purposes and answer
opment of physical literacy through quality experiences. different needs for different individuals. For some
people, physical literacy will provide a foundation for
The characteristics of a quality physical literacy experi- athletic success, while for others it may provide the
ence varies according to the competencies, contexts, means to pursue a vocational career. For everyone, it
and needs of participants. Therefore, physical literacy will provide the means to live a healthy, active lifestyle
programming should generally provide the following: at all stages of life and grant the opportunity to age
• Opportunities to move in both unstructured and structured gracefully in good health.
environments At different stages of life, different venues and
• Opportunities for all participants to lead, explore, and approaches may be appropriate to developing phys-
innovate ical literacy for different populations and individuals.
The aim should be to deliver developmentally-ap-
• Availability of developmentally-appropriate equipment
propriate activities to optimize physical literacy for
• Exposure to fun and challenging activities that produce every individual at every stage from birth to death.
both successes and failures However, certain stages of development provide more
• Opportunities to choose between a variety of activities opportunity than others for developing physical literacy.
and environments
• High rates of participation
Developing Physical Literacy for Life | 24

Long-Term Development in
Sport and Physical Activity
The Long-Term Development framework is a
multi-stage pathway that guides an individ-
ual’s sport and physical activity experience
from infancy to adulthood. The stages in
Active for Life

Physical Literacy for Life

the Long-Term Development framework are
the basis of developmentally appropriate
programs that increase participation and
Competitive Fit optimize performance. The first three stages
for Life for Life emphasize the development of physical
literacy; however, physical literacy is a lifelong
Podium Pathway

journey. After building a strong foundation in

Train to Win
First Involvement

Awareness physical literacy, the framework demonstrates

potential progression towards sport excel-
Train to lence, and ends with individuals being active
Compete for life. The basic Sport for Life Long-Term
Development in Sport and Physical Activity
Train framework has seven stages. In addition,
Developing Physical Literacy

to Train
Building a solid foundation

there are two pre-stages (First Involvement

and Awareness), and the Active for Life stage
Learn to Train is sub-divided into two phases (Competitive
for Life and Fit for Life).

FUNdamentals

Active Start

Figure 11: Sport for Life Framework

When viewed in relation to the Long-Term Develop- performance pathways in their chosen sport or
ment in Sport and Physical Activity framework (Figure activity are enhancing their physical literacy to an
11), the most important stages for developing phys- extraordinary degree. However, they represent a small
ical literacy are the three early stages—Active Start, fraction of our society, and their needs are addressed
FUNdamentals, and Learn to Train—and the final by specialized instruction and training within their
stage, Active for Life. respective domains. In practical terms related to
national health, we are most concerned with devel-
Between the three early stages and Active for oping physical literacy for the general population.
Life, those individuals who choose to pursue high
 Developing Physical Literacy for Life | 25

Physical Literacy in Early Childhood

Long-Term Development stage: Active Start

The period between birth and six years of age is a During the first part of Active Start, infants are devel-
critical time in child development and this includes oping basic human movements such as sitting, stand-
the early development of physical literacy. Under the ing, balancing, and walking. In the latter part of this
Long-Term Development framework, this period of stage, as toddlers and preschoolers, children begin
child development corresponds to the Active Start to develop more sophisticated movement patterns
stage. Active Start can be broken down into three such as running, jumping, and throwing. Throughout
sub-stages: infants (birth to 18 months), toddlers this stage, they are steadily developing their nervous
(18 months to three years of age), and preschoolers system and brain function. Simple physical activities
(three to five/six years of age).  and games can greatly help in all of these develop-
mental processes.
Developing Physical Literacy for Life | 26

Developing the Brain: Executive Function

Executive function is the higher order operations A combination of facilitated and unstructured play
that help us organize information and regulate our are recommended for developing executive function.
behaviour, including for children how to work with Active games—both facilitated play and unstruc-
the information in their brains, focus their attention, tured free play (activities led and chosen by the
filter out distractions, and quickly switch from one child)—are excellent ways for children to develop
task to another. Doing these things well is a critical executive function, and ultimately, self-control and
prerequisite for success in physical activity, as well as behaviour regulation.
for success in school and later life. The main devel-
opment period for executive function is between 18
months and six years of age and is developed in stable
environments with the support of attentive caregivers.

Structured Play Unstructured Play

Is organized and led by an adult who Is done by the child who decides when
decides when and where the child and where they will play and what
will play and what equipment or toys equipment or toys they will play with.
they will play with. The child follows The role of the adult leader is to ensure
the adult lead, and, if more than one the safety of the child and provide a
child is playing, the adult mediates stimulating environment. If more than
any disputes. The child makes few, if one child is playing, the adult mediates
any decisions and may come to rely on any disputes only when it is clear the
others telling them what to do. This children involved cannot resolve it
is not recommended for developing themselves. The child makes most
executive function. decisions. This is recommended for
developing executive function.

Movement and the Brain

Young children cannot be taught to walk before their During the early years, from birth to six years of
brain, muscles, and nervous systems are developed age, a child needs to develop:
and strong enough to control their muscles. This is
true for most basic human movements, and for this • basic human movements (e.g., sitting, standing,
reason a child’s development should not be rushed. balancing, walking),
Instead, focus on keeping the child safe and pro- • a positive attitude towards being physically active, and
viding a stimulating environment in which the child
• begin to develop self-control and regulation.
can play.
Developing Physical Literacy for Life | 27

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

Where Could
My Child Locomotor and 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 Children Learn or
Can Body Skills Month Practice This Skill
Walking
Running
Balance
Skating/Skiing
Jumping
Swimming
Cycling
Skipping
Sending Skills
Throwing

Figure 12: Fundamental Movement Skills (Higgs, Balyi, and Way, 2007)
Kicking
Striking
Receiving Skills
Catching
Trapping
Body not mature enough for skill Best time to teach/practice
Normal onset of skill Intervention program if skill not learned
Note 1: There is tremendous variability in the normal time of Key
onset of skills among children, and this chart should be considered
ONLY as a rough guide to the sequence of development that might In the home Preschool School
be expected.
Organized sport Community Recreation
If you have concerns about the development of your child see your pediatrician.
All children should be exposed to a wide range of fundamental movement skills in a wide range of settings including on-land, on ice/snow, in water, and in the air. Since agility, balance and coordination
are critical, children should be given the opportunity to learn running, jumping and throwing; gymnastics; swimming; and ice/snow activities. Communities should consider establishing single programs
that expose children to the whole range of skills.
Developing Physical Literacy for Life | 28

PLAY HELPS WORKING MEMORY

Games are excellent for developing working memory. For example, in hide and
seek, children have to remember where they have searched and where they
have not looked. Also, games where each child in a group “adds” an action to
a sequence of movements are good for developing working memory because all
children need to recall and repeat the whole sequence from the beginning as each
action is added.

PLAY HELPS COGNITIVE (MENTAL) FLEXIBILITY

A game that has a child paying attention to two different things helps to develop
mental flexibility (also called cognitive flexibility). An example would be a game
of follow-the-leader where there is a rapid change in who is doing the leading. A
game where a player has to follow a ball and keep track of his or her opponents
also works well.

PLAY HELPS SELF-REGULATION (SELF-CONTROL)

The best games to develop self-regulation are those where there is a penalty for
making a move too soon. In “Can You”, a leader calls out “Can You” and does an
action, and then the children try to do the action. This requires children to listen
carefully, concentrate, and control their mental arousal state.
 Developing Physical Literacy for Life | 29

CHANGING NEEDS, EVOLVING ABILITIES

As children grow and develop through the Active This age is a time to develop imaginative play–where
Start stage, their physical abilities and their cognitive the key objective is to have the child develop and
capacities evolve. This means that games and activ- maintain a simple thematic plot to their play–for
ities for developing executive function and physical example, pretending to buy food at the store, and
literacy also need to evolve. taking it home to put on the table, or cook in the
kitchen. The main idea is that they are encouraged to
Between approximately 18 months and three years of link together the different elements in their play into
age, children experience rapid language development something bigger.
in terms of vocabulary and fluency. This increase in
mastery of language has implications for executive From approximately three years of age to six years
function and self-regulation, as children are able to of age, executive function increases rapidly in most
verbally identify their thoughts and actions, can children. During this time, adults should facilitate
think about them, and make plans. Language also play opportunities by setting up material or activities
allows for the following of more complex and spe- and then allowing the children to engage in play
cific instructions. with only moderate adult intervention. The goal is to
have children work through difficulties with encour-
This is a great time to introduce “Think Aloud” activi- agement and guidance without adults assuming the
ties where children are encouraged to talk about how responsibility for success.
they are going to approach the performance of a task,
or how they think they will try to solve a challenge. The final two years of the Active Start stage are often
the age of a child’s first experience of organized sport
Working memory can be developed through simple and physical activity participation, such as gymnastics,
imitation games such as “Follow-the-Leader”. Switch- swimming, a running (wheeling)/skating team sport,
ing from following to leading and back again also and if possible, an activity with music.
develops cognitive flexibility.
In these early sport and physical activity contexts, the
Self-regulation games and activities such as “Freeze” objective is to help children to learn to be mindful of
or “Simon Says” are excellent, and any other games what they are doing. This means being able to say
that require children to stop and start, speed up or what they are trying to do, reflecting in simple terms
slow down, and change direction. on what they are trying to achieve, and thinking
This is also a great time to have children play sorting about how to do things better.
and matching games (e.g., running to find someone At this age, mindful practice and engagement in fun
else with the same colour shirt) that help to build and stimulating activities will increase skill perfor-
executive control and cognitive flexibility. mance and build executive functioning that will pay
Simple reflection skills can also be developed at this major dividends as the child advances in sport and
age, and it is good practice to ask children about physical activity. Avoid drills that are mindless and
what they have just done, “What did you try to hit repetitive as they are boring for the child.
when you threw the ball?” To answer, the child must
engage with and hold ideas in working memory,
while developing language-based answers. This pro-
cess encourages and strengthens cognitive flexibility.
Developing Physical Literacy for Life | 30

NEED TO KNOW
At this stage of development, the key outcomes are:

• Development of basic human movements, such as sitting,

balancing, crawling, standing, and walking
• Not sedentary for more than 60 minutes at a time except
when sleeping
• Some organized physical activity
• Exploration of risk and limits in safe environments
• Active movement environment combined with well-
structured gymnastics and swimming programs, and
activities on ice and snow
• Daily physical activity with an emphasis on fun

WHAT?
Children need to develop many basic human move- Executive Function
ments during this early stage in the development of • Working memory
physical literacy.
• Cognitive flexibility
Basic Human Movements
• Self-regulation
Basic movement skills to develop during this
stage include: Habits of regular physical activity
Set aside special times during the day for the child to
• Sitting, crawling, standing, walking be physically active both with and without parents/
• Reaching and grasping objects caregivers, and make this a fun time that the child
looks forward to being active.
• Striking, sending, basic throwing, simple kicking
• Running, jumping, hopping Object tracking skills
Following moving objects with the eyes is an import-
• Twisting, turning, rolling
ant skill to develop. It is also important that children
• Basic catching with a large ball learn to track objects that pass behind another object
and then reappear to learn to anticipate the objects’
movement paths.

WHERE?
It is important that children at this age take part supervision) will go a long way to helping children
in indoor and outdoor activities. It is valuable for learn to swim later. For children who live in coun-
children to take part in activity in nature, commu- tries that have snow and ice for part of the year, it is
nity parks, and playgrounds. Walking and running/ important that they learn to play in snow and (safely)
wheeling on uneven surfaces helps them develop on ice as a part of their childhood experience as it
better coordination and balance. It is also important prepares them to participate in winter activities (e.g.,
that children get to experience being in water, so skiing, skating, snowshoeing).
playing in “splash” pools or swimming pools (under
 Developing Physical Literacy for Life | 31

Age 25% ofAge

children
25% of children
can perform
can
skill
Age 25% Girls
perform skill
of children
Girls
Girls
can perform skill
Average
Average age age children
children Boys Boys
can
can perform perform skill
skill
Average age children Boysin MANY
Age 90% ofAge
children
90% of children If child is later
If child
thanis the
later90%
thanmark,
the 90%
in MANY
mark,
can perfomcan
can perform
skillperfom skill skills,skill
talk to
skills,
yourtalk
health
to your
carehealth
provider
care provider

Age 90% of children If child is later than the 90% mark, in MANY
Sits
can(supported
Sits (supported
perfom with head
skill with
steady
head steady skills, talk to your health care provider

Sits without
Sits support
without support
Sits (supported with head steady
Stands holding
Stands on
holding on

Sits without support

Stands momentarily
Stands momentarily

Walks holding
Walks furniture
holding furniture
Stands holding on
Walks well
Walks well

Stands momentarily
1 2 13 24 35 4 6 57 68 7 9 8 10 9 11 1012 1113 1214 1315 14 15
(a) Movement skill benchmarks
(a) Movement - Birth to 15
skill benchmarks months
- Birth to 15 months
Age in Months
Age in Months

Walks holding furniture

Walks upWalks
steps up steps

Kicks ballKicks
forward
ball forward Walks well

1 2 3 4 5Throws 6ball
Throws
overhand
7 ball overhand
8 9 10 11 12 13 14 15
(a) Movement skill benchmarks - Birth to 15 months
Jumps in Jumps
place in place Age in Months

Pedals trike
Pedals trike
Walks up steps
Jump 2-foot
Jumptakeoff
2-foot takeoff

12 1512 1815 2118 2421 2724 3027 3330 3633 3936 Kicks
4239 45 42 ball
45 forward
(b) Movement skill benchmarks
(b) Movement - One year -toOne
skill benchmarks 4 years
year to 4 years
Age in Months
Age in Months

Throws ball overhand

Jumps in place

Pedals trike

Jump 2-foot takeoff

12 15 18 21 24 27 30 33 36 39 42 45
(b) Movement skill benchmarks - One year to 4 years
Age in Months

Figure 13: Movement Skill Benchmarks

Developing Physical Literacy for Life | 32

WHO?
Parents and Caregivers: Ensure children are phys-
ically active for at least 180 minutes per day (three
hours) per day from one to four years of age.

Early years providers and teachers: Build active

play intervals into each day. A child should not be still
for more than 60 minutes unless they are asleep.

Sports and Recreation: Design and deliver programs

that are fully inclusive, encourage the development
of a wide range of skills, and allow for play in differ-
ent environments.

HOW?
Create a safe environment in where children To build cognitive flexibility, play games that
can explore. require quick changes (e.g., Statues) where children
have to switch between thinking about moving and
Provide a bright-coloured selection of toys–but not thinking about being still.
all at once–that can be used in many different ways.
Include bats and balls once the child is old enough to
hold them.

Set aside time each day for active play, starting with
30 minutes of “tummy-time” for infants.

Be an active role model and be active with your child.

Go for walks in all weather, and encourage children
to interact with nature.

Challenge children to try new things, for example,

“Can you jump over puddle?” or “Can you walk
along that line”

To build self-regulation, play anticipation games in

which the child has to suppress his or her response
until a signal is given (e.g., Simon Says, Red Light
Green Light).

To build working memory, play games in which the

child has to remember a sequence of actions (e.g.,
Head and Shoulders, Follow-the-Leader) and where
the sequence of actions gets longer and longer.
 Developing Physical Literacy for Life | 33

Physical Literacy in Childhood

Long-Term Development stages: FUNdamentals and the beginning of Learn to Train

As children grow and develop through the elemen- of self-regulation and self-control are all supported by
tary school years, the structured and unstructured playing with others, following instructions, mastering
games of their early childhood become more complex complex movement skills, and learning to resolve
from both a movement and cognitive perspective. conflict and work effectively as part of a team. Under
When children reach adolescence, this complexity the Long-Term Development framework, the elemen-
reaches its apex as simple games may be replaced tary school years correspond to the FUNdamentals
with more sophisticated sports and recreational activi- and Learn to Train stages, or approximately six to 12
ties. However, throughout this developmental jour- years of age.
ney, positive brain functioning and the development
Developing Physical Literacy for Life | 34

Goals: Developing Movement Skills and Positive Feelings

During the early part of the elementary years, children need to develop:

• A wide range of fundamental movement skills in different • The ABCs of agility, balance, coordination, and speed.
environments (on land, in/on water, in air, and on/across
• A positive attitude towards physical activity.
ice and snow, particularly skills that have strong cultural
value and allow children to “fit in” with their peers,
including movement to music.

Catch Soccer
Basketball
Jump
Volleyball
If You Can Run You Will Take Part In Track and Field
Squash
Swim
Rugby
Run Throw Tennis

Catch Soccer
Softball
Jump
Bowling
If You Can Throw You Will Take Part In Baseball
Goalball
Swim
Football
Throw Run Rugby

Throw Swimming
Diving
Jump
Water Polo
If You Can Swim You Will Take Part In Scuba
Kayaking
Catch
Sailing
Swim Run Surfing

Version 2.0—April 2016

Figure 14: If You Can, You Will…

 Developing Physical Literacy for Life | 35

Both structured and unstructured play remain import- encouraged to take part in unstructured play. This
ant in meeting these milestones of development, but includes informal versions of any sports they are
structured opportunities become increasingly import- learning as well as a range of other non-sport activi-
ant towards the end of this stage. If children have the ties in indoor and outdoor environments.
opportunity to participate in well-structured pro-
grams with good instruction, their skills will advance Children at this stage need to:
more quickly. • Learn fundamental skills in variety of sports and
physical activities.
During the latter part of the elementary years, chil-
dren also need to capitalize on their body’s rapidly • Develop strength through exercises that use their own
increasing capacity to learn and refine physical skills. body weight and develop endurance through fun games
Many children enter formal sports and physical and movement.
activities at this time, and they may begin to engage • Continue to develop flexibility through a variety of activities.
in organized learning and playing. For many chil-
• Have multisport opportunities and experiences.
dren, there are benefits to participating in organized
sport. However, it is equally important that they are
Developing Physical Literacy for Life | 36

Brain Development and Movement

Brain development continues throughout the ele- in memory are helpful for developing this attribute. A
mentary years, and movement continues to be an sample activity might involve providing children with
important factor. For example, an evolving aspect of a limited set of equipment (e.g., a bench and mats),
executive function in the early elementary years is the and then challenging each child or small group to use
ability to plan and reflect. Physical challenges that only that equipment to cross a “river” drawn on the
require children to plan ahead and hold those plans ground without getting “wet”.

Working Memory Cognitive Flexibility

Ability to hold a lot of Ability to switch thoughts from
information in the mind at one subject to another quickly
the same time

Self Regulation
Ability to resist impulses, or
at least restrain them, and
think before acting

Figure 15: Executive Function

Working memory can be developed through active Self-regulation can be developed in games that
games that require children to keep a rule or rules require quick reactions while penalizing inattention
in mind while simultaneously performing a task. to instructions, such as the game “What time is it
An example might be a target game (hitting a tar- Mr. Wolf”. Self-regulation can also be developed in
get with a ball) using a mix of small and large balls, games that use magic words, such as “Simon Says”,
where the small balls must be thrown and the large in which actions are allowed after a key word. This
balls kicked. Any games in which the players have to helps children to develop the ability to inhibit action
match items are also useful (e.g., find someone with until a key condition is met.
the same colour shorts as you).
 Developing Physical Literacy for Life | 37

Cognitive flexibility can be developed using games in which the players must rapidly change the focus of their
attention from the external environment to body position (internal) focus. An example is the game “Statues”
where the child has to run and watch for a signal, and then on that signal freeze in place and become a statue.
Any ball striking games where the child has to focus externally on the ball and then internally on their hitting
action are also effective.

NEED TO KNOW
At this stage of development, the key outcomes are:

• Development of fundamental movement skills • A mixture of structured and unstructured play, with
some instruction
• An accumulation of at least 60 minutes per day of
moderate to vigorous physical activity involving a variety • Development of skills in different environments—land,
of aerobic activities. Vigorous physical activities, and water, ice/snow and in the air
muscle and bone strengthening activities should each be • Learn skills and use them in small-sided games
incorporated at least three days per week

WHAT?
There are a huge range of fundamental movement Balance: Being able to balance on different body
skills, but they can usually be grouped into: parts when stationary, and ability to balance on both
stable and unstable platforms (e.g., canoe, balance
Body control skills: Learning to control the position board, bosu ball, foam blocks).
of arms and legs, control of posture, and control of
body orientation (e.g., balance, coordination). Coordination: Being in control of all body parts,
regardless of body orientation. Plus learning to use
Locomotor skills: All the ways of moving on land, all available body parts in a smooth sequence (e.g.,
on snow and ice, and in water (e.g., run, walk, when throwing, using the hips, trunk, shoulder,
wheel, swim, slide, skate). elbow, wrist and hands in a smooth sequence).
Object manipulation skills: Different ways to send Speed: Learning to move hands and arms, and legs
and receive an object using hands, feet or with an and feet at high speed, and using all available body
implement such as a bat, hockey stick, or racquet strength to get the whole body moving.
(e.g., throwing, catching, kicking, passing, volleying).
Building Good Habits: There is a need to con-
This is also a good time to develop: tinue building habits of daily physical activity and to
• Flexibility strengthen executive function.

• The ABCs of agility, balance, coordination and speed Making Time for Physical Activity: Reducing
screen time during this stage of development provides
Agility: Learning to stop, start and change direc-
more time for physical activity, and is to be encouraged.
tion quickly.
Developing Physical Literacy for Life | 38

WHERE? WHO?
By the FUNdamentals stage, children are spending encouragement to children who are having difficulty
more time outside of the home, and attending school in mastering skills.
and as a result quality physical education is critical.
Teachers: Have trained physical education specialists
In schools, trained educators have the ability to iden- teach physical activity and health curriculum in every
tify children whose physical skills fall below those of school and to every student, as is the case in Mani-
their peers—often called “clumsy” children. Interven- toba, Quebec and Newfoundland. Provide teachers
tions to help these children “catch-up” to the skill with tools (e.g., PLAY Tools, Passport for Life, Cana-
level of their peers can improve their self-esteem and dian Assessment of Physical Literacy) to help them
participation in physical activity later in life. assess children’s fundamental movement skills, and
chart progress.
Community programs are also a key contributor to
developing physical literacy, and should be designed Recreation Leaders: Focus on multisport programs
to expose children to a wide range of games and rather than specializing in one activity or sport, and
activities that develop fundamental movement skills. design activities to maximize the use of skills in small-
sided games and activities.
After-school programs should include a play session
with a focus on moderate and vigorous physical activity. Coaches: Avoid early over-specialization. Use warm-
ups and cool down periods to develop a wide range
Parents and Caregivers: Set time aside for reg-
of fundamental movement skills.
ular, daily physical activity, and provide time and
 Developing Physical Literacy for Life | 39

Can throw - Can’t throw: what happens

Gets better at
throwing and asked to
Gets to practice play some more
throwing
Gets asked to play
catch with friends
Can throw a ball

Can’t throw a ball

Doesn’t get asked
to play with friends Doesn’t get to Still can’t throw a ball
practice throwing – and still doesn’t get
asked to play

... and it’s the same for almost all fundamental movement skills

Figure 16: Missing a Fundamental Movement Skill

HOW?
FUNDAMENTAL MOVEMENT SKILLS Have children play outside on safe ice and in the
Quality physical education is the single best way to snow, and experiment with skis and ice-skates.
ensure that every child in Canada gets to develop
Avoid early over-specialization in sports except for
fundamental movement skills.
select sports like gymnastics or figure skating.
Parents, coaches, and recreation leaders support and
Children at this stage of development benefit from
provide opportunities to develop physical literacy
both supervised and unsupervised play.
(e.g., throwing during soccer practice, rolling on the
ground during hockey practice) that will help children Keep the playing area small, have only a few players
in their current sport as well as in any sport they take on each team so that everyone gets to be involved,
up in the future. and as much as possible use age-appropriate sized
equipment.
Create a safe environment in which the child can
explore different ways of moving and playing with Make sure that each child is wearing a properly fitted
different bats, balls, and other implements, without helmet, and any additional safety equipment recom-
fear of being criticized. mended for the activity (e.g., skating, skiing, skate-
boarding, or riding a bike).
Expose children to learn to swim programs if available.
Developing Physical Literacy for Life | 40

Developing Physical Literacy in Adolescence

Long-Term Development stage: Learn to Train

This is often the stage of development when chil-

dren begin taking part in formal sport and physical
activities, and engage in more organized learning,
training and competition. The benefits of engaging
in organized sport and physical activity are import-
ant; however, it is equally important that children
are encouraged to take part in unstructured play.
This includes informal versions of the sports they are
learning as well as a variety of other non-sport activi-
ties in a range of indoor and outdoor environments.

The importance of informal, unstructured play in nat-

ural environments cannot be overstressed.

During this stage, each child needs to:

• Learn fundamental sport skills in variety of sports and

physical activities, including movement to music.
• Develop strength through exercises that use their own
body weight and medicine balls, and develop endurance
through games and fun activities.
• Start to take part in hopping and bouncing exercises or
routines, or cycling or wheeling up gradients, to aid in
strength development.
• Continue to develop flexibility through exercises.
• Further develop speed by focusing on agility, quickness,
and rapid change of direction during sport warm-ups and
simple games such as Tag.
 Developing Physical Literacy for Life | 41

What is happening to the child?

The brain has almost reached its adult size and, with sufficient practice, is capable of controlling the body with
great precision. Three related processes are going on in the brain at this stage that together provide the founda-
tion for the enjoyment of sporting activities.

1. Automation: When a skill is first learned, the child

has to think hard about what they are doing, and make a
conscious effort to move their limbs in the right way. This
takes up a lot of the brain’s resources and effort. However,
as the skill becomes ingrained in the child’s brain, fewer
and fewer brain cells (and brain connections) are required
to correctly perform the skill until it becomes automated.
At this level of performance, the child can use the skill,
without thinking, in a play situation.

2. Integration: When a child is performing a skill, their

brain has to take in a lot of information from different
sources including information from both inside and
outside of their body.

• Inside information: Comes from the muscles and

joints to let the brain know the position of different body
parts, and from the eyes and inner ear to tell the brain the
body’s orientation (whether they are upright or in the air)
and whether the body is balanced.
• Outside information: Information about what is
going on outside the body comes mostly through the eyes
and ears, although some information comes from nerve
endings in the skin (e.g., temperature, wind conditions).
3. Decision-making: During informal play or in a sport
situation, the ability to decide to use:
NEED TO KNOW
• The right skill
At this stage of development, the key outcomes are:
• At the right time
• Develop fundamental sport skills in variety of activities
• In the right situation
played in different environments.
To make good decisions, the child must know and • Develop strength, endurance, and flexibility through
have an understanding of an activity’s rules and games and fun activities.
characteristics. For this reason, physical literacy has
a knowledge component that becomes increasingly • Develop speed, agility, and balance through warm-up and
important at this stage of development. Gradually, a cool-down games.
child will learn and be able to make good, semi-auto- • Finding activities in which they enjoy participating.
matic decisions.
• When participating in quality sport, balance practice (70%
of the time) with competition (30% of the time).
Developing Physical Literacy for Life | 42

WHAT?
Pass ball to teammate
These are the “skill hungry” years when the ability to
learn skills is at its best.
Decision Making
During this stage, the fundamental movement skills Decide where to plant left foot when to bring right
are extended and refined into fundamental sport foot back, how far to bring it back, how much force
skills that are sufficient to allow the young person to to use to swing it forward to get the force needed
enjoyably take part in sport.
Knowledge and Understanding
Competence in sport skills bolsters confidence to take
part in informal and organized activities—and this Plan the kick based on knowledge of the game’s
also drives performance improvement. rules, and understanding of tactics and strategy

The keys for physical literacy development are: Balance

Get information from muscles, joints and inner ear to
• Physical activities are fun and enjoyed with friends.
maintain balance while moving
• Development of fundamental sport skills in a broad range
of sport activities in the gym or on the field, in water, on Coordination
ice and snow, and in the air. Move the knee and foot so that exactly the right part
of the foot strikes the right part of the ball to get the
• Having tried out and learned basic skills in a variety of
direction and flight of the ball that is needed
sports and physical activities, the child should narrow their
focus and concentrate on three or four sports that they Agility/Speed
enjoy the most.
Coordinate arms and legs to run efficiently at the
• Improvements in the fundamental movement skill right speed to kick the ball, coordinate the plant of
ABCs (agility, balance, coordination, speed) in different the left foot with the backswing of the right leg, and
environments. plant left foot accurately beside the ball
• Improved ability to see what is going on around the Confidence
participant and improved ability to focus on the important
actions around them. Player has the confidence to make the pass under
pressure
• Significantly improved decision-making of skill selection
and execution based on the game/activity situation. This is Read, Anticipate, React
the ability to read the game or activity, anticipate what is Watch teammate, judge distance away, running
going to happen, and respond appropriately. speed and direction,and predict where player will be
when the pass arrives

Keep Tracking Teammate

Pass arrives at the right place at the

right time with the right pace!

Figure 17: Physical Literacy at Learn to Train; Passing Ball to

Teammate: an Example from Soccer
 Developing Physical Literacy for Life | 43

WHERE? WHO?
Participants are frequently engaged in physical activity Teachers: To provide quality physical education, and
and sport in a variety of locations (e.g., school’s opportunities for intramural games and competitions,
physical education, intramural activities, school sport and for friendly competitions (extracurricular activi-
festivals, on the playground). ties) between local schools.

Some may also take part in organized sport activities Coaches and Recreation Leaders: To provide sea-
within the community, and start to compete at the sonal opportunities and “try it” days to expose youth
local and regional level. to different sports or activities. Offering multisport
programming works well at this stage. In this, partici-
For most participants, it is important not to specialize
pants sign up for groups of sports to learn fundamen-
in just one sport or activity at this stage, and year-
tal sport skills.
round participation in one sport or activity is not rec-
ommended. There will be time for specialization later. Parents: Need to encourage participation, coordinate
transportation to sports and activities, and support
unstructured play/practice at home (e.g., kids playing
street hockey or capture the flag in
their neighbourhood).

HOW?
This is the best stage for skill development and is also Learning proper sport-skill techniques for safety and
a time when strength, endurance and flexibility can success is important. Incorporating those correct
be developed. It is important that activities are built techniques into small games develops smooth and
around fun and challenging experiences. efficient movements and helps participants coordi-
nate their skills with the movements of teammates
Create a safe environment where participants have and opponents.
a safe and effective entry point where they can try
activities without the fear of being judged or getting By automating skill performance through small game
injured. activities, participants can focus on the outcomes of
the skill rather than on the mechanics of performing
For boys, developing flexibility through system- it. This frees up the brain to think about tactics and
atic exercises before they start their adolescent strategies. It also allows them to track the movements
growth spurt is important, and to maintain flexibility of those around them and act accordingly.
throughout.
Physical literacy development also requires partici-
Strength can be developed through activities in pants to understand the rules of their sports, under-
which participants support and move their own body stand safety issues, and adhere to the sport’s code
weight. For girls, developing upper-body strength at of conduct.
this stage is important.
Developing Physical Literacy for Life | 44

Table 2: Evolution of Basic Human Movements Through Fundamental Movement Skills to Fundamental Sport Skills

Stage of Long-Term Development in Sport and Physical Activity

Active Start Fundamentals Learn to Train
Participants Learn
Basic Human Movements Fundamental Movement Skills Foundation Sport Skills
Skills developed during the stage (examples only)
Gliding
Court movement
Agility, Balance, Body
In the hack
Orientation, Coordination Drawing the bow
Defense Stance
Body Control Skills Cadence
Simple rhythmic gymnastics routine
Rhythm, poise, expression Back dive
Full swing
Overhead serve
Long jump
Walk, Run, Wheel, Running a pass route
Hop, Skip, Jump Base running
Volleyball spike
Body Movement Basic ollie
Riding the wake
(locomotor) Skills
Sculling
Slide, Skate, Ski, Swim
Slide of skis
Backwards skating
Front crawl
Goal keeping
Overhead pass
Catch, Trap, Receive Receive a punt
Passing
Ring Handling
Object Manipulation Skills Martial arts throw
Pitching
Throw, Strike, Push, Kick Lay up
Delivering a bowl
Putting
Instructional Strategy
Movement exploration and Movement exploration, basic
Instruction and opportunity to
opportunity to play with different instruction and opportunities for
practice
objects (balls, bats, trikes etc.) active play

UNDERSTANDING THE EVOLUTION OF SKILLS

As children and youth develop and grow, their skills slowly evolve and improve. Basic human movements evolve
into fundamental movement skills, and eventually some of the fundamental movement skills are adapted to
become fundamental sport skills, used within a sport or activity. But as children grow and develop physiolog-
ically, it does not necessarily mean that their skills will develop similarly. Table 2 and the information on the
following pages will help to improve understanding of this process. Table 3 and Table 4 are examples, and every
skill on the chart below could be expanded to the same level of detail.
 Developing Physical Literacy for Life | 45

Physical Literacy in Sports and the Performance

Arts—Moving to Mastery
Long-Term Development stages: Train to Train, Train to Compete, and Train to Win;
Competitive for Life phase of Active for Life

Physical literacy is a foundation of mastery in sport, occurs in the Train to Train, Train to Compete, and
performance arts such as dance, and a number of Train to Win stages of Long-Term Development in
physically-demanding vocations. The development Sport and Physical Activity. For Masters athletes, it
of physical literacy contributes to the effortless, fluid occurs during the Competitive for Life phase of the
motion of the performer, as well as to resilience and Active for Life stage.
reduced incidence of injury. In sport, development

PHYSICAL LITERACY’S CONTRIBUTION TO EXCELLENCE

Athleticism: Continuing to deliberately and system- place more stress on the “pushing” muscles than on
atically develop a wider range of movement skills, in the “pulling” muscles of the arms, and can lead to
increasingly more challenging environments, helps muscle imbalances between the front and back of
build the athleticism needed for success in sport and the arm.
performing arts. Developing wide-ranging athleticism
also keeps the door open to high performance in a Long-term performance can be improved by continu-
different activity if or when the individual decides to ing to develop physical literacy, and engaging in train-
switch sports. ing and activities that improve symmetry and prevent
one-sidedness. This can lead to a reduction in muscle
Injury prevention: Injury is an occupational hazard imbalances and associated injuries.
for athletes. Focusing on developing physical literacy
and better technique during development can help Training/maintaining the basics: All skills deteri-
build durability and reduce the likelihood of injury. orate if they are not practiced. This includes funda-
mental movement skills learned at a younger age.
Symmetry: Some activities use one side of the body Working on agility, balance, and speed at all levels of
far more than the other (e.g., tennis, golf), and can performance keeps these skills sharp.
lead to muscle imbalances between the left and right
side of the body. Other sports, like wheelchair racing,
 Developing Physical Literacy for Life | 46

Table 3: Evolution of Skills: Example from Swimming

Active Start FUNdamentals Learn to Train

Regular “play-time” in water at bath
Regular supervised pool or swim-
time to encourage love of water, and Learn basic techniques
ming-hole play, coupled with
regular splash-pad activities towards of four strokes.
learn to swim instruction.
end of this stage.

Carried into water by an adult

Safely enter water feet first (jump
and later enter water alone under Swim start dive.
in) and head first (dive in).
supervision - (walk down ramp).
In Water

Supported in water on front (face-

down) and on back (face-up). Front and back floating Adjusting buoyancy during strokes
Gradual reduction in support.

Picking up objects from bottom of Breath control during entry and

Face and nose underwater. Hold-
pool without holding nose. Breath- turns, breathing during clean
ing breath.
ing when face clear of water. swimming.

Getting a feel for the water and Develop feel for pushing and Better feel for water during stroke
how water acts. pulling through water development

Overhand throwing action, with Summation of joint forces of trunk,

Basic throwing action. appropriate leg, hip and trunk shoulder and arm/hand in swimming
action. arm action (freestyle and buttery).

Summation of joint forces legs in

Kicking, with appropriate leg, hip
Basic (straight ahead) kicking action. swimming action, particularly for
On Land

and trunk action.

freestyle, buttery and backstroke.

Balance in different body orien- Better control of centre of gravity

Balance and body control. tations and on different body and centre of buoyancy to maintain
parts. body posture during strokes.

Rolling on ground, cartwheels, Better body orientation skills espe-

Rolling and spinning. forward and backward cially during flip turns (knows their
rolls, spinning body orientation at all times)

Sliding on snow or ice on skis

On Snow and Ice

Playing in snow or on ice, including

or skates, develops cross-body Better cross-body coordination in
rolling and falling - builds body
coordination (left-arm coordinated freestyle and backstroke.
orientation skills.
with right leg).
Gliding on snow or ice on skis or
skates develops appreciation of Better timing of pull and recovery
alternate propulsion and recovery in strokes.
to create movement.
In Air

Springing and jumping on

Hopping and jumping. Swim. Start dive.
trampoline.
 Developing Physical Literacy for Life | 47

Early Over-Specialization: A Threat to Physical Literacy

Early over-specialization, can be a threat to ongoing skills, or drills. Repetitive use injuries are more com-
physical literacy development. Particularly for young mon in participants whose bodies are not fully devel-
participants who are still growing and developing, oped, and those with poor technique.
early over-specialization can bring the potential for
both immediate and longer-term problems including Burnout: Burnout can occur when a participant
chronic injury, burnout and dropout. becomes physically and emotionally tired after doing
something for a long time. There is a feeling of
We know that high performance in any activity weariness often accompanied by frustration, and by a
cannot be attained without specialization, and this reduction in sport performance and participation.
specialization needs to be in techniques, tactics, and
strategies as well as the physical preparation needed Limitation: When participants have excelled in a
to meet the unique demands of the activity. However, single activity for a long time, they develop an “elite”
uninformed coaches and instructors sometimes ban identity. They may then be unwilling to be seen per-
participants from taking part in other activities, some- forming other activities at a beginner level – and may
times in an attempt to accelerate development, and protect themselves psychologically by withdrawing
sometimes out of concern about injury. from participation in those activities. This may result
in a lack of physical activity, or participation in only a
Injuries: Early over-specialization risks developing very narrow range of activity, later in life.
“repetitive strain” or “overuse” injuries brought on
by the repeated performance of the same actions,

The Focus for Physical Literacy in Excellence

EXPAND THE RANGE OF ACTIVITIES Taking part in fun social recreational activities,
High performance athletes are encouraged to engage expanding their range of movement skills, and
in a variety of activities even as they pursue excellence advancing their physical literacy can help prevent
in their specialty. Developing and maintaining capac- burnout, widens the social circle, and eases the end
ities in an expanded range of activities can contrib- of career transition from Train to Compete or Train to
ute to performance in the activity of specialization. Win to being Active for Life.
This includes “cross-training” and participation in
WHO FACILITATES THESE STAGES?
multiple environments: snow or ice, land, water and
air (acrobatic). Coaches, instructors, and program managers working
with high performance athletes, artists/performers,
ENGAGE FOR SOCIAL INCLUSION and workers need to support physical literacy devel-
Strong social relationships are often built during the opment and multi-activity participation as a duty
hundreds and thousands of hours spent training and of care. Far too many elite performers retire worn
performing – but there may also be isolation from down both mentally and physically, and with limited
peers not involved in high performance activities. preparation for career transition. The need for short-
term performance must be balanced with the future
well-being of the performer.
 Developing Physical Literacy for Life | 48

Table 4: Evolution of Skills: Example from Soccer

Active Start FUNdamentals Learn to Train

Regular “play-time” in water at bath
Regular supervised pool or swim-
time to encourage love of water, and Better body control in all body
ming hole play, coupled with learn
regular splash-pad activities towards orientations
to swim instruction
end of this stage.

Carried into water by an adult

Safely enter water feet first (jump
and later enter water alone under Diving to make a save (goalie)
in) and head first (dive in)
supervision - (walk down ramp)
In Water

Supported in water on front (face-

Better body orientation and control
down) and on back (face-up). Front and back floating
when horizontal
Gradual reduction in support.

Picking up objects from bottom of

Face and nose underwater. Hold-
pool without holding nose. Breath- Improved breath control.
ing breath
ing when face clear of water.

Getting a feel for the water and Develop feel for pushing and
Improved arm/leg coordination
how water acts pulling through water

Overhand throwing action, with

Throw in and goalie throw of the
Basic throwing action appropriate leg, hip and trunk
ball to start an attack
action.

Kicking , with appropriate leg, hip

Basic (straight ahead) kicking action All varieties of soccer kick
and trunk action.
On Land

Balance in different body orien- Better control of centre of gravity

Balance and body control tations and on different body and ability to maintain balance
parts during kicking, turning and tackling.

Rolling on ground, cartwheels,

Rolling and spinning forward and backward rolls, Recovery from fall when tackled
spinning

Sliding on snow or ice on skis

On Snow and Ice

Playing in snow or on ice, including

or skates, develops cross-body Better cross-body coordination in
rolling and falling - builds body
coordination (left-arm coordinated running and kicking.
orientation skills
with right leg)
Gliding on snow or ice on skis or
skates develops appreciation of
Better control in sliding tackle
alternate propulsion and recovery
to create movement.

Better body control to settle a ball

In Air

Twisting while happening or

Hopping and jumping and twisting power into heading
jumping
the ball in the future
 Developing Physical Literacy for Life | 49

LONG-TERM DEVELOPMENT IN SPORT AND PHYSICAL ACTIVITY

To learn more about the specifics of performance development and the
role of physical literacy in high performance sport, readers are referred to
the Sport for Life resource, Long-Term Development in Sport and Physical
Activity 3.0, which can be found at sportforlife.ca/resources.
Developing Physical Literacy for Life | 50

Physical Literacy in the Adult and Older Years

Long-Term Development stage: Active for Life; for older adults, particularly the Fit for Life phase.

One of the main reasons why developing physical active, and that requires maintaining physical literacy
literacy is so important is because of its influence (Grove et al., 2016).
in having people adopt and maintain an active and
healthy way of life long-term. Through adolescence TYPES OF ACTIVITIES
and into early, middle, and older adulthood, the Individuals will choose to pursue regular physical
focus of physical literacy should be to support active activity in recreational and social settings, such as
living, durability, safety, and maintaining quality swimming, running, cycling, hiking, and working in
of life. While a small percentage of individuals will the yard, while others might choose to pursue ama-
pursue a high degree of proficiency to support their teur sports competition by playing in adult commu-
goals in high performance sport and the arts such nity leagues, such as those for soccer, softball, tennis,
as dance and circus, the vast majority of people will golf, and curling. Others will be active on a daily basis
require regular physical activity to maintain basic as they fulfill the physical requirements of their voca-
health and fitness, and ensure their physical safety tion, such as nurses, firefighters, police officers, and
in different environments and vocations. Taken trades workers (refer to the CSEP Canadian 24-hour
together, these outcomes will also support overall Movement Guidelines). Programs targeted at and led
resiliency from injury, illness, and other disruptive by older adults have been successful for older Active
changes during life. for Life participants, and are to be encouraged, as are
such activities as “Try It Out” days and “Learn It” days.
Under the Long-Term Development framework, these
years correspond to the Active for Life stage. For the We know that older adults value their independence
minority of individuals who pursue high performance and one of the best ways to stay independent is to
in sport and the arts, the corresponding Long-Term be both physically and mentally active. In the senior
Development stages are Train to Train, Train to Com- years, a few simple activities are sufficient to promote
pete, and Train to Win. essential physical literacy for health and safety:
• Moderate cardiovascular exercise such as brisk walking
As people enter their older years, the focus of physi-
or recreational activities that elevate the heart rate and
cal literacy should be to support durability, safety, and
produce a raised body temperature and sweat.
quality of life, and to maintain independence. Cana-
dians enjoy one of the longest life expectancies in the
• Strengthening exercises to maintain muscle mass, muscle
tone, and muscle function.
world; however, only 14% of adults aged between
65 and 79 years are meeting the recommended 150 • Stability and balance activities to reduce the risk of falls.
minutes of moderate to vigorous physical activity per • Flexibility activities to maintain a range of motion.
week (Government of Canada, 2018). The quality of • Activities that are fun and engaging and provide an
life as we age depends largely on staying physically opportunity for increased social connectedness.
 Developing Physical Literacy for Life | 51

WHO FACILITATES THIS STAGE? In the end, physical literacy for life means moving
For the most part, individuals at this stage of life and learning.
need to take responsibility for their own participation
QUALITY LIVING AND FUNCTIONAL HEALTH
in regular physical activity. Many will do so with the
help of electronic apps, fitness tracking devices, and Many older Canadians suffer declines in their func-
online instruction and courses. However, some will tional health that limit day to day activities and
seek to join programs/clubs that provide structure and reduce general well-being. Health professionals assess
leadership. It is not important where the leadership functional health according to eight key attributes:
comes from: from within the group, from recreation vision, hearing, speech, mobility, dexterity, feelings,
or sport organizations, or from public health agen- cognition, and pain. Disease, injury, and the ageing
cies. Programs and general access should be available process itself impact each of these. In each instance,
through community sport associations/clubs, recre- regardless of the cause or combination of causes, a
ation centres, fitness centres, and other activity-based decline in functional health results in some degree of
groups. Program leaders and facility operators need moderate to severe individual disability.
to recognize that additional support may be required After age 65, functional health begins to decline at
for participants with disabilities and/or impairments, a faster rate. As a larger proportion of Canadians
or who face additional barriers to participation, such are living into their 80s and 90s, this means that
as geographic location or cost. Having a variety of the average Canadian can presently expect to live
easy-to-distinguish entry points to these many activities approximately 10.5 years with some level of disabil-
can assist people who are less confident to get started. ity (Decady & Greenberg, 2014). At the same time,
HOW SHOULD ACTIVITY BE DELIVERED? functional health can also decline at much younger
adult ages through the complications associated with
Create an environment where participants have a safe
sedentary lifestyles, obesity, and injury.
and effective entry point where they can try activities
without the fear of being judged or getting injured. Declines in functional health diminish individual
quality of life while generating significant costs for
Provide a variety of activities from which participants
our healthcare system. Indirectly, they also impact
can choose what they would like to do. For new par-
economic productivity. Taking all of these impacts into
ticipants, provide enough instruction to let them start
account, experts agree a major goal should be to find
to play. For group activities, use icebreaker activities
ways to maintain and prolong the healthy life years
so participants get to know each other better.
for Canadian citizens of all ages.
Having a volunteer who is a “regular” in the group
MAINTAINING MOTION AND REDUCING RISK
available to welcome and guide new participants
when they arrive will help create an increased feeling Through the senior years, the primary physical literacy
of belonging. goals should be the maintenance of range of motion,
balance, and mental health. These goals in turn
In sports, ensure that the level of competition ensure that individuals can continue to enjoy good
matches the desires and abilities of the participants. quality of life, social connections, safety, and inde-
Some participants get bored quickly when there is not pendence throughout their advanced years.
a high enough level of competition for them. Other
participants thrive in less organized and less intense As people reach the upper ages of Active for Life,
competitive environments. Provide opportunities for activities may need to be modified to accommodate
non-competitors to try out competition. diminished physical capacity or impairment. However,
those who are able to maintain physical literacy will
Give people the chance to try leadership roles and improve their chances of remaining independent and
be peer mentors by teaching the basic skills of the enjoying life to the fullest.
activity to new participants.
Developing Physical Literacy for Life | 52

NEED TO KNOW
At this stage of development, the key outcomes are:
• Maintenance of cardiovascular health • Reduction in falls, and maintenance of independence
• Maintenance/improvement of strength, balance, • Reduction in sitting time and sedentary activities
coordination and flexibility
• Engagement in daily physical activity
• Social activities with a physical component

WHAT?
People should take part in any activities that contrib- Finding competitive opportunities for younger Active
ute to their health and wellness and enable them to for Life participants can be a challenge if sport orga-
be active for life. This can include being Competitive nizations are too highly focused on elite competition.
for Life by playing in Masters’ sport, or staying Fit for
Life by simply continuing to be active and learning FIT FOR LIFE
new activities. In addition, many individuals at this Includes just about anything and everything that
stage become active in sport and recreation as offi- involves expending physical energy—from gardening,
cials, coaches, administrators, or volunteers. to walking, dancing, jogging, camping, and any type
of fitness activity.
COMPETITIVE FOR LIFE
Includes activities from highly competitive Masters’ It is far better if activity is regular and the greatest
events at the local, regional, provincial, national, or gains in population health occur when inactive peo-
international level, to informal recreational competi- ple become even minimally active.
tions such as curling bonspiels, old-timer’s leagues, Some people love to learn new sports or activities,
35+ Ice Hockey and similar activities. and they should be encouraged to do so, as it is good
for both body and brain.

WHERE?
Opportunities for being physically active must be As participants get older they may become more
accessible, so programs should be available and concerned about safety, so attention needs to be paid
accessible in local community centres, fitness centres, to this issue. Good lighting, safe public transport, and
retirement homes, and local schools. walkways free of ice and snow can go a long way to
increasing participation.
 Developing Physical Literacy for Life | 53

WHO?
Active for Life participants need to take responsibility
for their own participation in regular physical activ-
ity, although for many, there is a desire for program
structure and leadership. It is not important where
the leadership comes from: from within the group,
from recreation or sport organizations, or from public
health agencies.

Programs targeted at and led by older adults have

been successful for older Active for Life participants,
and are to be encouraged, as are such activities as
“Try It Out” days and “Learn It” days.

Additional support may be required for participants at

any age who have disabilities.

HOW?
Create a safe environment where participants have a Give people the chance to try leadership roles and
safe and effective entry point where they can try activi- be peer mentors by teaching the basic skills of the
ties without the fear of being judged or getting injured. activity to new participants.

Provide a variety of activities from which participants As people reach the upper ages of Active for Life,
can choose what they would like to do. For new par- activities may need to be modified to accommodate
ticipants, provide enough instruction to let them start diminished physical capacity or impairment. However,
to play. For group activities, use icebreaker activities those who are able to maintain physical literacy will
so participants get to know each other better. improve their chances of remaining independent and
enjoying life to the fullest.
In sports, ensure that the level of competition
matches the desires and abilities of the participants. In the end, physical literacy for life means moving
Some participants get bored quickly when there is not and learning.
a high enough level of competition for them. Other
participants thrive in less organized and less intense
competitive environments. Provide opportunities for
non-competitors to try out competition.
 Equitable Opportunities for All | 54
SECTION

3 Equitable Opportunities for All

As communities develop policy and programming to promote physical literacy, the principle of
equity needs to be observed and reflected in our actions. Individuals facing barriers to participation
may need more support to get involved and stay in physical activity. This includes (but is not
limited to) girls and women, persons with disabilities, Indigenous Peoples, newcomers to Canada,
the LGBTQI2S, aging adults, and those living in poverty and/or isolated communities. Barriers
to participation should be critically examined and the needs of different groups should be
thoughtfully considered.
The following areas should be considered:

Sensitivity to
Barrier Free
Different Needs

Working Together Program Design Inclusion

 Equitable Opportunities for All | 55

Barrier Free Working Together

• Physical space, equipment, and signage are accessible • Consider how to collaborate and communicate with other
by all. organizations and support systems to develop alignment,
particularly when we are supporting diverse populations.
• Everyone is welcomed into programming.
• Ensure the multiple demands of different sports and
• A variety of communication methods are used to relay
activities do not overload or overwhelm participants.
messages to all (e.g., translations, icons and visual
markers, braille, accessible font sizes and colors, etc.). • Work with multiple sectors and organizations to smooth
transition from activity to activity.
• Marketing materials are inclusive of diversity.
• Provide training and support for leaders, support staff, and Program Design
program participants to adopt a welcoming attitude that
makes all participants feel at ease. • Programs need to keep more participants in programs
longer—including early developing females and late
Sensitivity to Different Needs developing males.
• Address the gender gap (refer to next page).
Diversity challenges us to consider social statuses and
determinants like age, economic status, race, sexual • Avoid cutting participants in earlier stages, and when
orientation, religion, ability, and gender. Intersection- limited participation is imposed, help participants transfer
ality—the various determinants we use to describe to other tiers or activities.
ourselves and how they do not exist separately from
• Create supportive environments that plan for the holistic
each other but are interwoven and linked together—
needs of the participant.
that makes up each individual needs to be recog-
nized, appreciated, and supported.
Inclusion
• Create a safe space and be conscious that safety looks
and feels different for different participants. To give everyone the same opportunities, make
sure that:
• Consider body image, cultural or religious needs, and
socio-economic background when choosing apparel • Girls are encouraged to play and given the same
options, creating dress codes, or selecting shared spaces. opportunities as boys.
• Accommodate child-care and elder-care needs of • There is respect for and support of cultural, religious, or
caregivers. economic differences.
• Structure program fees to scale to what is affordable for • Equipment needs, activity modifications, and support staff
the participant or connect them to grant opportunities. are considered to maximize engagement of all abilities,
and regardless of background, ability, gender or barriers,
children develop physical literacy that will allow them to
participate in physical activities of their choice throughout
their life course.
Equitable Opportunities for All | 56

Physical Literacy and the Gender Gap

As physical literacy policy and programming are developed within communities and organizations,
attention must be given to gender disparities in programming and participation. Research has
demonstrated repeatedly that there is a gender gap in the development of many movement skills,
with boys performing better on some skills than girls. This gap hinders girls from participating in
sport and pursuing healthy levels of physical activity, and more needs to be done to attract and
retain girls and women in quality sport and physical activity (Tucker Center for Research on Girls &
Women in Sport, 2018).

While there has a been a tendency in the past to The research team subsequently adapted a program
view this gender gap as a product of biology, most of games to promote skill development using a
motor development experts see this as a failure to gender inclusive approach. Afterschool leaders were
provide support and experiences for girls to develop trained in the model and research showed that
those skills early in life. In other words, this is a rep- their knowledge and competence and confidence
resentation of failure to provide the physical literacy to deliver gender-inclusive physical literacy experi-
cycle (Figure 3, page 8) to everyone and is a form of ences were significantly improved following train-
non-inclusion or exclusion from participation. ing. However, the results also showed that more
intensive and longer interventions were required
An example of research in this area involved an to improve physical competence in children and
interesting collaboration between funders in Ontario narrow the competence gap between genders. The
(Ministry of Recreation, Tourism and Sport & the results of this project were subsequently submitted
Ontario Trillium Foundation), the Infant and Child for use in developing and testing new interventions
Health (INCH) Research Lab at McMaster University to address the gender gap problem.
and University of Toronto, and Ontario Physical and
Health Education Association (OPHEA) examined This particular collaboration is just one example of
the problem of physical literacy differences between how multi-stakeholder participation—research, edu-
adolescent boys and girls—what has been referred to cation, not-for-profit non-governmental organiza-
as the “gender gap” in physical literacy. tions, government—can come together to address
a significant social challenge using evidence-based
Through this collaboration, researchers tested sev- approaches. Further work needs to be done in this
eral hundred children in after-school programs in area so that more young girls and women are bene-
the province of Ontario using the PLAYfun assess- fiting from higher levels of physical literacy.
ment tool. The results showed that boys tended
to outperform girls on many skills, especially those
related to object control.
 Equitable Opportunities for All | 57

Physical Literacy for Persons with Disabilities

Any age: congenital or acquired disability.

NEED TO KNOW
Physical literacy is important for everyone. This includes persons with disabilities.

• Children who have congenital disabilities need • Activities for persons with disabilities should be modified
opportunities to develop fundamental movement skills as little as possible, but enough to enable the individual
and fundamental sport skills. to participate and develop physical literacy.
• Individuals who acquire disabilities through injury or illness • Regardless of the disability, the objective is to ensure all
need to re-develop previously learned skills, and if applicable, individuals learn as many skills as possible in order to
while using appropriate prostheses or mobility aids. take part in a variety of sport and recreation activities.

WHAT?
Everyone should have the opportunity to develop physical literacy. Program coordinators, leaders, coaches, edu-
cators, and facility operators have a responsibility to create universally accessible physical literacy opportunities.
Some children are born with disabilities (congenital disabilities) and other individuals acquire disabilities through
injury or illness (acquired disabilities). Some disabilities are invisible. Regardless of whether a disability is congen-
ital or acquired, individuals need to be aware of what opportunities for participation exist (Awareness) and then
have supportive and positive experiences in trying those activities (First Involvement).

CONSIDERATIONS FOR CONSIDERATIONS FOR ACQUIRED DISABILITIES

CONGENITAL DISABILITIES Following injury or illness that causes a disability, the
Children who have a disability need to develop individual needs to go through the stages of learning
physical literacy the same as their peers. Skills should and Long-Term Development in Sport and Physical
be modified as little as possible to accommodate the Activity to be active again. Once an individual with an
child’s disability. To the greatest extent possible, chil- acquired disability goes through Awareness and First
dren with disabilities should learn, practice, and use Involvement, the individual then needs to learn, or
their emerging skills alongside their peers, rather than re-learn, to perform basic movement skills with their
in a segregated environment. This facilitates learning changed body (Active Start), progressing to funda-
and social integration. mental movement skills (FUNdamentals), and eventu-
ally a range of fundamental sport and recreation skills
(Learn to Train).
Equitable Opportunities for All | 58

Some examples of common disabilities are:

PHYSICAL INTELLECTUAL
Includes individuals with cerebral palsy, dystrophies, Includes individuals with Down syndrome, fetal alco-
amputations, congenital conditions, injuries, and hol syndrome disorder, Fragile X Syndrome, and more.
many more.
Get to know the participant to understand how to
The key to supporting individuals with physical dis- best support them. Keep rules clear and concise rules,
abilities is to ask questions to learn more about what visually demonstrate, audibly explain, and if neces-
the participant can do, rather than focusing on what sary, prompt, or, with permission, move their body to
they cannot do. Using trial and error, be creative with physically model the movement. Allow for process-
equipment and activities to accommodate. ing time for participants to become familiar with
equipment or activities, and ensure time to repeat
HEARING skills/attempts.
Includes individuals who are deaf or who are hard
of hearing. INVISIBLE/MENTAL HEALTH
Includes anxiety, bipolar disorder, extreme fatigue,
Learn about the participant, and whether they use phobias, and any of the disabilities on this list.
hearing aids, or other devices. Employ clear pronun-
ciation, use visuals, and make sure they can see your Get to know your participants, build trust, ask ques-
mouth when you speak. tions, and tell parents/guardians what you are notic-
ing. Focus on solutions rather than disabilities and
labels, and establish a “chill out zone” for decom-
pression and down time.

HEALTH (DISEASE)
Includes cancer, HIV/AIDS, heart disease, obesity, inju-
ries, allergies, asthma, diabetes, arthritis, migraines,
and more.

Use a pre-screen questionnaire or conversation to

understand any limitations, and inquire whether there
are first aid protocols to follow, and how their activity
levels are affected (e.g., fatigue, injury, vision, etc.).
Discuss with participants and parents/guardians what
modifications can be put in place to support (e.g.,
frequent rest periods, equipment modifications, etc.),
and know your scope of practice.

VISUAL AUTISM SPECTRUM DISORDER

Includes individuals who are blind or who have Use clear, concise rules, and behaviour support tools
reduced vision. (e.g., visual supports, reward boards, countdown
boards, etc.). Be aware that the tactile feedback from
Learn what the individuals has for functional vision, some equipment may both hinder and help in some
and find out what works best for them. It might be activities, and if possible, find a location that isn’t
to use tactile or high contrast boundaries (e.g., white over stimulating for the participants (e.g., a large gym
floor tape), and equipment that has high colour con- may not be ideal).
trast, and/or makes noise.
 Equitable Opportunities for All | 59

WHERE? WHO?
Children who have congenital disabilities should be Regardless of whether someone has disabilities,
encouraged and supported in developing physical lit- individuals require support from parents, caregivers,
eracy in the same way as their peers: starting at home teachers, coaches, and community recreation staff. In
and progressing to pre-school, school, community addition, persons with disabilities often work closely
recreation, and sport programs. For individuals who with rehabilitation specialists including occupational
are born with a congenital disability and/or individuals therapists and physiotherapists who need to sup-
who acquire a disability, hospitals and rehabilita- port the learning of a wide range of daily living and
tion facilities hold an important role in developing recreational skills. Being physically active throughout
physical literacy. life needs to be “normalized” as the unquestioned
expectation for persons with disabilities, and all sup-
To make all of this possible, it is critical that facilities
port staff working with persons with disabilities must
be accessible to those with disabilities, and that edu-
adopt an inclusive, welcoming attitude.
cation, sport, and recreation front-line staff make per-
sons with disabilities feel welcomed and supported Further, family and friends of persons with disabilities
when they join an activity. need to support their efforts to engage in sport and
recreational activities.

HOW?
Physical literacy is developed in a similar way, regard- ADAPT EQUIPMENT
less of whether an individual has a disability. To Work with persons with disabilities to come up
improve opportunities for developing skills of persons with ways to adapt equipment or materials. No one
with disabilities, it is useful to think about how to: has thought more about adapting equipment than
persons with disabilities themselves—so use their
USE RESPECTFUL LANGUAGE
knowledge and ingenuity. While adapted equipment
Using respectful language makes persons with for high performance sport can be very specialized,
disabilities feel welcomed and valued, while inappro- adaptations for developing physical literacy can be
priate language can drive them away. When working both simple and homemade.
with persons with disabilities, talk directly to the
person, not to his or her support person or accompa- ENSURE SAFETY
nying person, if present. Talk to persons with disabilities (or their parents/
caregivers) about any restrictions in activities they
ADAPT THE TASK
may have, or any supportive techniques that can help
If a child is in a wheelchair, activities and games them to be safe while participating.
should be modified to make them possible while
wheeling. For those who have visual impairment, DON’T ASSUME
consider changing the skills from “catching” to Do not make assumptions regarding what persons
“trapping” where the receiver traps a ball rolling with disabilities can or cannot do. If in doubt, simply
along the ground. Be creative! ask them (or their parent/caregiver).
 Developing Physical Literacy in Different Environments | 60
SECTION

Developing Physical Literacy in

4 Different Environments

It is important that individuals have opportunities to explore movement and develop physical
literacy in four different environments: land, both indoor and outdoor; water; air; and snow and ice.
Physical literacy in these environments is important not only for providing opportunities to explore
different sport and activity interests in different settings, but also for ensuring personal safety in
these environments over each individual’s life course. For example, if children do not learn how to
swim, water will always present a life-threatening risk for them and may also prevent them from
engaging in other water-based activities. Similarly, if they are unfamiliar with walking on snow and
ice, they could be at increased risk for serious falls and injuries later in life. The discussion in this
document generally addresses physical literacy in all environments, but it is important to recognize
that there are additional nuances for aquatic environments, aerial environments, snow and ice
environments, and natural outdoor environments.

Nature Air Ice and Snow Aquatic Environments

 Developing Physical Literacy in Different Environments | 61

Physical Literacy in Nature

To promote physical literacy, one of the most important things to consider is that different
environments (the ice rink, outdoor spaces, nature, the gym) provide the opportunity for the
development of physical literacy. To illustrate, we know that when young children are allowed
access to larger spaces or spend more time outdoors, they are more physically active; with
more physical activity comes the opportunity to enhance physical competence including skills,
strength and fitness. Natural environments are particularly rich in opportunities to explore and
develop physical literacy.

Developing physical literacy in nature requires partic- Activities take place outdoors, where environment
ular focus on several fundamental movement skills can be moderate or volatile, with variable weather
including: balance, coordination, agility, locomo- conditions. By being outdoors, participants will be
tion, stability, body control, and when implement- exposed to changes in light and visibility with the
ing nature survival techniques, fine motor skills movement or disappearance of the sun.
(threading a fishing hook; tying knots).
SAFETY CONSIDERATIONS:
NATURE ACTIVITIES: Natural environments are often unpredictable and
Daily activities and vocations include nature trail and can pose risk, but this is not necessarily a bad thing.
path construction, forestry work, forest firefighting, These environments allow children and adults to
search and rescue, hunting, guiding and ecotourism. challenge themselves in risky play, by climbing up to
and jumping from heights, running fast down hills, or
Recreation activities include hiking and walking, leaping streams, logs and gaps. Risky play has many
non-competitive mountain biking, geocaching, benefits to physical literacy development, but it is
adventure games such as capture the flag, birdwatch- important to gauge the level of risk involved and how
ing, climbing, and playground games. best to avoid serious injury while engaging with the
Sports include mountain adventure racing, extreme environment or activity.
terrain marathons and triathlons, and orienteering. Individuals will want to be aware of any potential
RANGE OF CONDITIONS: weather conditions and temperature changes that
they may encounter and prepare accordingly. They
Natural environments offer the opportunity to move
may have to navigate slippery conditions while hiking
on rough, flat, sloped, stable, and unstable terrain
over rocks during rain or cold, or may require knowl-
and over a variety of surfaces (vegetation, rock, sand,
edge of hydration because they are being active in
ice, etc.).
hot, dry conditions. Even different light challenges
Key variables include the stability and structural integ- depth perception and balance may come into play.
rity of landscape and natural elements.
Developing Physical Literacy in Different Environments | 62

Equipment can play a very big role in ensuring indi- Along with understanding weather and landscape
viduals get the most out of their activity while avoid- and equipment, it is also important that individuals
ing injury. In some cases, appropriate equipment can understand and recognize the various animals and
be the difference between life and death. Depending plants they might encounter, and how best to inter-
on the nature of the activity, equipment choices can act or avoid them.
be as simple as choosing the proper footwear for a
walk, or as complex as packing for multiple days in
the wilderness.

For an individual to enhance their physical literacy development in nature, their physical, cognitive,
affective, and social components must be considered.

Physical component – A whole range of funda- to interpret when their skills are appropriate to the
mental movement skills are required to engage in challenge; should they jump that creek or look for a
physical activity in nature, depending on the activity better way to cross it?
and landscape. Nature activities lend themselves to
locomotor and balance skills, and in terms of survival Affective component – Nature activities allow
skills some fine motor skills (e.g., using a knife to both children and adults to challenge themselves by
sharpen a stick). Manipulative skills also look quite engaging in risky play. Overcoming these challenges
different in nature, including casting a fishing line, will increase an individual’s confidence. Familiarity
throwing rocks at targets, catching pine cones, using with a task or a trail through repetition adds to the
an archery bow or sling shot. Each of these need to confidence and will further lead to individuals chal-
be taught and practiced. lenging themselves to more advanced jumps, bal-
ances and climbs. The opportunity to be alone and/or
dependent on one’s own skills, such as path-finding,
will also increase confidence.

Social component – While exploring the natural

environment can be a solitary activity, there is often
a social component to nature-based activities. When
hiking, camping or climbing, people will have oppor-
tunity to make decisions together, and oftentimes
will require the support of another to succeed at their
task. Being “off the grid” together allows people to
socialize, build bonds, and understand each other in
different ways.

For coaches, recreation leaders or parents it is import-

ant to be intentional about building physical literacy
Cognitive component – When thinking about
in different environments, as each may promote
nature both the range of knowledge and skills is
motivation, confidence, competence, knowledge, and
broad, incorporating multiple areas beyond just
understanding in different ways. Quality program-
the physical. To engage actively in natural environ-
ming will allow for structured and unstructured activ-
ments, individuals need to: know about and make
ity and risky play, which will also enhance decision
safe choices; interpret the weather and select the
making. For adults, quality programming in nature
appropriate gear; understand the landscape, the
offers additional benefits, including improved mobility
wildlife and the plants; and know how to navigate
and durability.
to and from their location. They also have to be able
 Developing Physical Literacy in Different Environments | 63

Physical Literacy in Air

At its most extreme, movement in the air involves soaring, balancing at great heights or
performing complicated acrobatics; however, common everyday activities also require the ability
to competently move through aerial space.

Developing physical literacy in aerial environments Sports include athletics (high jump, pole vault, long
requires particular focus on several fundamental jump, triple jump, hurdles), cheerleading, cycling
movement skills including: balance, agility, flexibil- (stunt riding, BMX, mountain biking), diving, eques-
ity, coordination, and spatial orientation. Physical trian, figure skating, freestyle skiing, gymnastics,
literacy in the air also requires good instincts and inline skate, paragliding, ski jumping, skydiving,
quick decision making, known as air sense. snowboarding, sport climbing, trampoline, wake-
boarding, and water skiing.
AERIAL ACTIVITIES:
Daily activities and vocations include climbing lad- RANGE OF CONDITIONS:
ders, reaching something high, window washing, Aerial environments may be indoor or outdoor with
painting, aerial rescue, aerial technician, airplane or various weather conditions. Some activities require
helicopter pilot, astronaut, circus performer, military wind, while others are best without it. Aerial environ-
(pararescue, special operations, pilot), roofing, search ments exist close to the ground as well as high above
and rescue, stunt person, tree cutting/care, working it. Aerial environments often intersect with other
on aerial platforms or boom lifts. environments, such as water, ice, or snow. Takeoffs
and landings may use the ground, snow, water, or
Recreation activities include participation in aerial apparatus such as a nets, trampolines, ramps, or
parks, circus arts, climbing (rock, ice, indoor), dance foam. Participants may climb or jump using their own
(acro, ballet, tricking), extreme motorsports, flying, power, or may be lifted, launched, or dropped into
freestyle skiing, gliding, kayaking, mountaineering, the air.
obstacle courses, outdoor play (tree climbing, swing-
ing, cliff jumping), parkour, playgrounds (fire pole,
monkey bars, zipline), stunt flying, tree-top trekking.
Developing Physical Literacy in Different Environments | 64

SAFETY CONSIDERATIONS:
Competently moving and navigating space at various Equipment can mean the difference between life
levels relative to the ground is beneficial for life- and death when it comes to activity in aerial environ-
long movement and injury prevention. Falls training ments. Action may take place at a great height or in
for seniors, for example, aims to develop or refresh close proximity to the ground, and participants may
these skills. The ability to land with less impact or hang, swing, climb, or move between the ground
to bail out of a fall requires intuitive understanding and the air. A wide variety of structures, apparatus,
combined with the ability to move and react appro- and equipment have been developed to facilitate
priately. The force of gravity is a constant factor jumping or launching, remaining in the air, and land-
influencing movement, and aerial activities tend to be ing successfully.
focused on either defying gravity or working with it.

For an individual to enhance their physical literacy development in aerial environments, physical,
cognitive, affective, and social components must be considered.

Physical component – Several fundamental initiate and manage rotation on the ground and in
movement skills and movement patterns must be the air. This is a necessity for acrobatic sports, but also
developed to achieve physical literacy in aerial envi- contributes to overall physical literacy.
ronments. The importance of stationary positions
should not be underestimated for developing body Cognitive component – The body can travel various
awareness, flexibility and balance, as well as the pathways relative to the ground, other bodies and
capacity to understand and follow physical directions, surrounding space, and there is a close interaction
to observe and reproduce a pose, and to visual- between cognitive and physical components of phys-
ize and shape the body into an intended position. ical literacy in the air. Body awareness combines
Landings are highly important, and are best intro- an understanding of what the body can do, with the
duced on a level surface, with height and complexity ability to move and take on intentional shapes and
added once appropriate physical capacities have been positions without looking at each body part. Spatial
demonstrated. Springs involve jumping or spring- awareness involves self-awareness related to inter-
ing into the air from any combination of feet, hands action with the surrounding environment, including
or other body parts, developing the ability to apply judgement of distance and speed of movement, and
appropriate forces combined with body alignment spatial orientation, also referred to as aerial aware-
to effectively launch into the air in a variety of ways. ness, adds an ongoing cognizance of how the body
Locomotion may involve moving repetitively outside is oriented in the air and relative to the ground. Air
the body’s base of support, can incorporate various sense combines spatial orientation with the ability
apparatus, and provide opportunity to navigate space to predict and control physical outcomes. While it
at various levels and directions relative to the ground. implies an intuitive sense of orientation and move-
Rotations around an internal axis through the centre ment relative to gravity, it also includes the sense
of the body, such as somersaults and twists, and (intelligence and experience) to take appropriate
swings, which are a rotation around an axis external action based on ongoing judgements and mid-air
to the body such as a bar, both enhance the ability decision-making.
 Developing Physical Literacy in Different Environments | 65

Affective component – There is an element of thrill

or exhilaration with the pursuit of aerial activities.
The need to focus absolutely on the task at hand can
produce a sense of clarity and joy, and when physical
abilities perfectly match the demands of the task,
it can be experienced as a merging of action and
awareness with a sense of total control, known as
flow experience (Jackson & Kimiecik, 2008). These
types of emotions can lead to increased desire for
participation and continued improvement.

Fear can have a significant, justifiable influence on

motivation. When confidence and physical abilities
are not well-matched with a task, the primary emo-
tion is likely to be fear. Physical fear, or fear of actual
danger, can be a crucial stimulus to manage risk,
preparation, communication, and the safety of the
physical environment. It can be difficult to separate
physical fear from fear of failure or general anxiety,
and examining both emotional and physical factors
can help to understand and address these emotions.
Ultimately, enjoyment and benefits must be weighed
against risk, and the choice should always be a per-
sonal one.

Social component – Coaches, instructors, parents,

and peers influence motivation and approaches to
effort and risk. Observational learning, imitation, and
vicarious experience contribute to improved self-ef-
ficacy. Peer interaction and observation, as well as
verbal and social encouragement, enhances physical movements, and skills where orientation is not limited
literacy development in aerial environments. to head at the top and feet firmly planted on the
Multi-sport air coaches are taught to prioritize con- ground. Aerial aspects of physical literacy are more
trol, consistency, and confidence before moving to efficiently developed at the earlier stages, before
the next step. Gradual progression based on a solid self-judgement and risk-avoidance become significant
foundation of movement skills is the best way to barriers. Late entry into acrobatic sports is possible, it
develop. This begins on the ground with a founda- but can prove difficult and discouraging if remedial
tion of balance, agility, flexibility, and coordination work is required to “catch up” on basic skills. Transfer
before progressing to low heights with minimal risk, from one aerial sport to another is often successful,
eventually adding complexity or moving to greater indicating that early development of foundational
heights as individual competence allows. skills, rather than early single-sport specialization, is
the basis for later success. Although acrobatic sports
Aerial and acrobatic literacy should be introduced have typically been considered “early specialization”,
early, build progressively, and become more refined a growing number of sports are challenging this
over the long term. During the development of assumption, self-identifying as “early entry – late
physical literacy, it is important to include positions, specialization” instead.
Developing Physical Literacy in Different Environments | 66

Physical Literacy on Ice and Snow

For those who experience winter for a good part of the year, spending time on snow and ice
is part of winter activities and daily living. Navigating and playing in these environments is an
important part of a healthy and connected lifestyle.

Developing physical literacy on ice and snow envi- Indoor, with controlled environment: ice rinks, skat-
ronments requires particular focus on several funda- ing ovals.
mental movement skills including: balance, which
includes the ability to come to a controlled stop while Outdoor, with moderate environment: outdoor rinks;
still upright, and to fall correctly and get back up; frozen lakes, ponds, canals; icy driveways, sidewalks,
locomotion (gliding, striding, walking, running, and stairs; frozen yards and fields.
sliding); and object control (skis, poles, sticks, pucks, Outdoor, with uncontrolled/volatile/variable weather
balls, rocks, rings, and sleds). conditions/environment: ski hills and terrain parks,
SNOW AND ICE ACTIVITIES: which include various slopes, features and risk fac-
tors; mountains, cliff faces, and alpine settings.
Daily activities and vocations include shovelling snow;
ice scraping and clearing the car; ice sculpting; walk- SAFETY CONSIDERATIONS:
ing and running; outdoor operations in winter; ski Equipment and outwear can make or break an
and snowboard instructor; ski area, arena, and out- individual’s experience. The kind of head protection
door recreation operations; mountain guide; judging (helmet or toque) is dependant on the potential
and officiating. speed and the density of the surface (ice verses soft
Recreation activities include winter hiking and walk- snow). A helmet should fit snug and have a func-
ing; snowshoeing; ice climbing; tobogganing and tioning chinstrap. Footwear must be snug so that the
tubing; dog sledding; snowmobiling; ice fishing; feet do not move around in the boots, giving an indi-
broomball; mountaineering; non-competitive skating, vidual the opportunity to control the skis, skates or
skiing and snowboarding. walk with a good feel for the snow and ice. Outwear
should be weather resistant, warm, and allow active
Sports include the various styles and disciplines of movement.
skiing, snowboarding, and skating; gliding sports
such as bobsleigh, luge, skeleton; hockey and sledge Speed management is important for safety and skill
hockey, ringette; curling. development. Speed is introduced after an individual
is comfortable with self-propelled moving/gliding and
RANGE OF CONDITIONS: has balance and control. This is evidenced by staying
Key variables: snow and ice density, water content, upright and being able to gain speed, control speed
temperature, visibility, etc. and stop.
 Developing Physical Literacy in Different Environments | 67

For an individual to enhance their physical literacy development on ice and snow environments,
their physical, cognitive, affective, and social components must be considered.
Physical component – Balance, gliding, and control procedures and progressions designed to manage risk
are the core skills for snow and ice environments. and keep individuals safe in ice and snow environ-
These are progressed, diversified and emphasized ment while developing skills and confidence.
depending on the demands of the activity and
development stage of the individual. Additional
fundamental movement skills include agility, timing
and coordination, jumping, team sport skills (pass-
ing, receiving, reading plays, etc.), velocity, and force
management (edging and pressure control).

Cognitive component – The decision-making

process should keep individuals safe in snow and ice
environments. Individuals can manage themselves in
varying terrain and conditions by (for example) adapt-
ing the shape of curve (turn), controlling their speed,
and applying appropriate pressure according to the
snow and ice conditions.

Affective component – As individuals develop

the necessary skills to explore speed, balance, deci-
sion-making and body control with friends, family
and role models, they will build self-efficacy meaning The primary elements of physical literacy develop-
belief in their ability to perform a particular activity ment in ice and snow are equipment, stability of
or skill. The very nature of being off-balance and movement and speed. Emphasis on balance and
moving at speed puts individuals in a position where control of movements and speed when individuals
they learn about their own fear and how to practise are first introduced to these environments is key. A
their skills to manage it. This learning contributes to a terrain park with a variety of snow-based activities
sense of control and a broader self-confidence. Once and equipment is a great venue to introduce individ-
an individual has developed a competent degree of uals to this environment. Terrain parks provide gentle
physical literacy in snow and ice environments, they slopes and a range of zones where people can try
can choose an activity that is meaningful and moti- a variety of terrain features, and switch activities to
vating to them. skating or tobogganing, staying engaged and provid-
ing choices throughout the day. An important consid-
Social component – Many ice and snow activi- eration is to challenge individuals in a safe manner.
ties are done with friends and family for a lifetime. Therefore, controlled balance and gliding must come
Starting at Active Start through to the Active for Life before introduction to environments that increase
stage, individuals have the opportunity to join teams speed such as steeper terrain in skiing or faster strid-
to ski, skate and slide, and enjoy family days at any ing in skating. Once balance and control have been
number of snow and ice venues. These environments established, these skills can be further developed in
provide for informal socialization in lodges, on hills the rink, at the ski area and in the back yard, through
and trails, in arenas and on ski lifts, with oppor- play and programming. The best way to develop
tunities to participate together with friends. More physical literacy is to get out and play as much as
formal socialization occurs through rules specifically, possible in these environments.
Developing Physical Literacy in Different Environments | 68

Physical Literacy in Aquatic Environments

Aquatic environments can offer many opportunities for activity and enjoyment, yet they also
pose inherent risk. Because of this risk, traditional swimming programs are delivered in highly
controlled aquatic environments and focus primarily on “water competence”. It is imperative for
people to develop physical literacy in aquatic environments to ensure they have the competence,
as well as the motivation, confidence, knowledge and understanding to engage in meaningful
aquatic movement throughout their life course.

Developing physical literacy in aquatic environments RANGE OF CONDITIONS:

requires particular focus on several fundamental Key variables include temperature, visibility, current
movement skills including: coordination, loco- and tides.
motion, agility, balance, coordination, speed,
stability, body control, object manipulation, and Controlled environments, such as indoor and out-
will benefit from the transfer of other skills such as door pools.
kicking and throwing.
Uncontrolled environments such as open (natural) pools
AQUATIC ACTIVITIES: and bodies of water; rivers, lakes and oceans.
Daily activities and vocations include lifeguarding, When outdoor, dealing with volatile weather or vari-
marine search and rescue, fishing, marine construc- able surface conditions such as waves or swells.
tion and repair, scuba diving, boating, working in
the navy. SAFETY CONSIDERATIONS:
Many messages advocating for physical activity say
Recreation activities include leisure swimming, recre-
that adopting healthy physical activity habits early will
ational water sports, wading and floating, paddling
prevent premature death decades later. Developing
and rowing, logrolling, tubing, snorkeling.
physical literacy in aquatic environments prevents
Sports include swim racing, artistic swimming, diving, drowning deaths that may happen within minutes.
water polo, wakeboarding and water skiing, lifesav-
Open water environments can be unpredictable and
ing sport.
feature unexpected dangers, such as variable depths,
unseen objects, and currents. It is important that
individuals understand both what may lie beneath
the surface and how best to navigate it. For instance,
 Developing Physical Literacy in Different Environments | 69

if there is the possibility of getting caught in a rip- that does not fit properly or a faulty flotation device
tide off a beach, swimmers should know not to fight could easily lead to death.
the tide by attempting to swim back to shore, but
instead swim parallel to the shore until they are free Getting caught in unexpected weather while in or
of the tide. on open water can lead to consequences that range
from inconvenient and unpleasant to deadly. Individ-
It is important that any equipment being used (or uals should be aware of any weather in the forecast
that may be needed in an emergency) properly fit the before engaging in open water activity.
participant and be in good working order. A lifejacket

For an individual to enhance their physical literacy development in aquatic environments, their
physical, cognitive, affective, and social components must be considered.

Physical component – There are several elements of

psychomotor learning evident in the physical literacy
approach to learning in aquatic environments. They
focus on the movements, motor skills, and health/fit-
ness skills that a person acquires and applies through
aquatic movement. It includes the coordination and
application of these skills to perform the movements
required in different situations and types of aquatic
environments. Locomotor skills allow the person
to move independently from one spot to another
through, on, or in the water. Stability/balance skills
involve balance and weight transfer. Object manipu-
lation skills involve the use of hands, feet, or another
body part to move or manipulate an object. Object
locomotor skills are manipulation skills that apply
locomotion, coordination, and stability to move
equipment and person from one place to another.
Cardiovascular endurance or cardio-respiratory
endurance is the skill of developing the ability of the
move the body quickly across, through, or under the
heart and lungs to deliver oxygen to working mus-
water, and / or move limbs quickly.
cles during exercise over sustained periods. Muscular
endurance is the skill of the muscle(s) to repeatedly Cognitive component – The elements of cognitive
exert force over a sustained period. Coordination is learning focus on the development of knowledge and
the skill of being able to move two or more body understanding required for movement and physical
parts in a controlled, smooth, and efficient manner. activity in, through, and on the water. They involve
Flexibility is the skill of a joint or muscle to move the development of an individual’s knowledge of
through or extend its full range of motion. Agility is how, when, and why to move in particular ways, and
the skill of being able to quickly change direction or how to adapt and be innovative when faced with
body position. Strength is the skill to carry out tasks new movement challenges in aquatic environments.
where resistance is a factor. Reaction time is the skill This includes critical decision-related knowledge, but
of reducing the length of time taken to respond to also includes knowledge of the benefits of movement
a given stimulus. Speed is the skill of being able to and physical activity in water.
Developing Physical Literacy in Different Environments | 70

Affective component – The elements of affec- anticipates changes to occur in aquatic behaviours
tive learning focus on moods, values, and attitudes based not only on the physical skills one needs in the
towards aquatic activity. It involves developing self-es- water, but also on the environment and context in
teem, confidence, and motivation, and understanding which aquatic activities occur, the moment they are
the emotional responses linked to aquatic movement. occurring in one’s development (relative to one’s life
course), and the degree of experience one has had
Social component – The elements of social learning with these types of activities. From a physical literacy
focus on the development of social skills including perspective, changes in aquatic behaviour occur as
collaboration, fair play, navigating safety and risk, and a result of interconnected learning interactions that
leadership and communication. The development of take place between the individual, task, and environ-
these skills can help us to enjoy participating and also mental/social characteristics. To execute any aquatic
interact more effectively with others including teach- behaviour, an individual calls upon their psychomotor,
ers, coaches, teammates, opponents, and officials. cognitive, affective, and social learning to solve the
The holistic understanding of what skills, knowl- problem presented. Aquatic agencies should collab-
edge, attitudes, and relationships are needed to orate in the mobilization of knowledge to ensure the
thrive in aquatic environments is in stark contrast development of physical literacy in and on water to
to previous approaches to aquatic teaching pro- enable the widest possible participation across the
grams. A “physical literacy perspective” expects and life course.
 Assessing Physical Literacy | 71
SECTION

5 Assessing Physical Literacy

What is assessed is valued. If want to ensure that physical literacy is given value, we need to ensure
that we can assess it across the life course.

Body Control Locomotor Object Manipulation ABCs

There are many reasons why it is important to assess physical literacy:

1. To gather baseline data on the nation’s state of physical 5. To help in the formative assessment of children and
literacy (population surveillance) and to track changes adults to provide a baseline of their current physical
in order to see if physical literacy is improving at the literacy and identify what needs to be worked on to
national level. promote progression.

2. To help parents and instructors better understand each 6. To provide screening tools to determine physical literacy
child/youth’s level of physical literacy. levels so they can be addressed.

3. To help adults better understand their level of physical 7. To quantify a societal issue with a measurable solution.
literacy and how it changes as they age.
8. For research and answering questions about the
4. To support program evaluation and improve program relationships between physical literacy and physical activity,
design to ensure activities contribute to physical literacy health, educational achievement and sport performance.
development of participants.
A CAUTIONARY MESSAGE Assessing Physical Literacy | 72
ASSESSING PHYSICAL LITERACY:

When trying to evaluate physical literacy pro- be able to determine if any improvements are
grams, or the physical literacy of an individual, due to the program or due to the children simply
it is important to remember the rate of devel- being three to four months older (or physically
opment of children (including motor) is highly maturing). To really know if a program is making
variable and partially determined by biological a difference, you should make a comparison of
factors in addition to experience and environ- physical literacy assessments between children
ment. In early childhood, these factors affect the of the same chronological age who completed
mastery of basic human movements such as sit- the program and children who did not, as both
ting, crawling, standing, walking, and running. groups of children would have experienced the
For children, if you assess physical literacy at the same degree of natural physical development
start of a three-month program and then assess over the same period, and the only difference is
again at the end of the program, you may not their participation in the program.

Advances have been made in assessing physical literacy, particularly in children and youth. Researchers
continue to work in the development of additional tools that can be used with different populations,
including persons with disabilities, persons with impairments, very young children, and both adults and
senior citizens. Tools are also being developed to assess physical literacy in different environments such
as water, ice, and snow.

To learn more about physical literacy assessment tools, please refer to Appendix D.
 Sectors and Practices | 73
SECTION

6 Sectors and Practices

Physical literacy is essential to all aspects of life. In view of this fact, the different sectors of public
health, recreation, sport, education, and the arts should be involved in the promotion of physical
literacy. A piecemeal approach by different agencies and institutions acting in isolation will not
ensure that physical literacy becomes a reality for all Canadians. Physical literacy and its benefits
on the health of our nation depends on a coordinated effort by all key stakeholders. The following
pages identify the five key sectors of public health, recreation, sport, education, and the arts, as
well as two key practices of vocation and daily living, along with examples of people, places, and
programming for each.

PUBLIC HEALTH RECREATION SPORT

EDUCATION THE ARTS VOCATION

DAILY LIVING
Sectors and Practices | 74

Public Health
Public health aims to protect and improve the health and well-being of the population. The work
includes health promotion, education, population health assessment, and policy development,
among other activities that align with local communities’ priorities. Public health action on
physical literacy could focus on the development of upstream interventions and supportive
environments that influence health.

Public Health Examples

PEOPLE PLACES
Public health professionals work in partnership Public health can advocate for the development of
with many entities including education institutions, built and natural environments that support physical
childcare agencies, municipalities, and health and literacy and active living while addressing the social
community organizations. Public health is also building determinants of health.
meaningful relationships with Indigenous communities.
Public health works in partnership with the architects
Through partnership, public health strives to cre- of communities such as city planners along with
ate healthier environments that support healthy other groups to create and connect places such as
behaviours in the public realm. Physical literacy trails, bike paths, sidewalks, parks and playgrounds,
programming includes supporting and advocating outdoor skating rinks, affordable access to recreation
for physical literacy integration into quality programs and more, places where physical literacy can be devel-
and services. oped and practiced. This includes places that support
the development of fundamental movement skills in
Public health professionals promote equitable oppor- different environments such as land, air, water, and
tunities where everyone can develop physical literacy, ice and snow.
achieve optimal health, and attain their full potential
without disadvantages due to social position or other Public health professionals support agencies such as
socially determined circumstances. schools, daycares, and recreation facilities in creating
spaces to develop physical literacy by consulting and
influencing policy development where citizens can
experience a healthy physical literacy journey.
 Sectors and Practices | 75

PROGRAMS
Public health professionals conduct community situ- Public health collaborates with community organi-
ational assessments and tailor programs and services zations by providing training, tools, resources and
based on local physical literacy needs. evaluation support to enhance programming.

Physical literacy information could be available to Public health professionals can inform policy devel-
patients and outpatients when appropriate (e.g., new opment and the creation of supportive environments
moms raising infants and children; individuals recov- which, in turn, leads to increased opportunities for
ering from physical injury and/or looking to improve physical activity and the enhancement of quality
well-being). programs where the development of physical literacy
is fostered.
References | 76

Recreation
Parks and recreation provide many short- and long-term benefits to individuals, families and
communities. Physical literacy principles can contribute greatly to these benefits, which is why
organizations that address recreation, such as municipalities or community centres, should use
physical literacy as a foundational planning and programming tool.
 Sectors and Practices | 77

In leisure and recreation settings, the delivery of As recreation departments own or run many of the
quality physical literacy experiences to community activity spaces in a community, it is incumbent that
requires development of programming that can be they take a leadership role in the development of
accessed by all ages across the continuum as well physical literacy in a community.
as development of recreational facilities and pro-
grams that are provided by well-trained staff and are The recreation sector should participate through
inclusive to all levels of ability and supportive of the effective communication with other sectors, such as
diverse needs of the participants. This sector includes education, public health, sport, and the arts in the
municipal recreation departments, community centres, creation of clear entry points for all participants and
and other not for profits who deliver activity-based understandable pathways throughout the life course.
programs in communities.

Recreation Examples
PLACES PROGRAMS
Community facilities including fields, parks, trails,
Deliver a wide array of programs servicing the diver-
gymnasiums, multi-purpose spaces, pools, and rinks.
sity within the community.
Recreation departments prioritize bookings for sport
Recreation programs often provide the first entry
clubs that offer physical literacy training.
points in early years activity programming, and they
Facility space is offered to groups from any sector support children and youth all the way through to
who wish to offer physical literacy training (not just older adults.
recreation). Groups that respect the principles of
Most programs focus on developing basic movement
physical literacy and quality sport should be priori-
skills and usually work in parallel to a community
tized for access to facility space.
sport system.
Consideration should be given around the accessibil-
Everyone should be welcomed into programming.
ity for all abilities and creating spaces that are safe to
support gender and cultural needs. It is important that all programs provide a variety of
entry points so that people can “find their way”.
Recreation centre media displays include informa-
tion on physical literacy and the Long-Term Devel- Recreation departments and centres should make a
opment framework. focus of developing physical literacy.

PEOPLE
Recreation leaders and administrators that have been
trained in the development of physical literacy for all
ages and all abilities. For example, they have com-
pleted the Physical Literacy Instructor Program from
Sport for Life, or they were graduates of a university
that had a physical literacy stream.
Sectors and Practices | 78

Sport
In Canada, we have developed a multi-stage Long-Term Development in Sport and Physical
Activity framework that defines an effective pathway to develop and deliver sport. This framework
assists in the design and delivery of programs that are appropriate to the physical, cognitive, and
emotional stage of development of the participant.

Quality sport experiences require that they implement Life identifies that physical literacy is the number-one
quality physical literacy environments through appropri- factor of Canadians being active for life and strong
ate programs, places, and people (coaches, officials). national competitors.

Physical Literacy is seen as foundational to the devel- Sports that engage in programming that requires
opment of sport excellence as well as the development year-long participation in a single sport (over-spe-
of mastery and higher retention in sport participation. cialization) are not following principles of physical
literacy, except in development of competition at the
In Canada, the Long-Term Development in Sport and national and international level.
Physical Activity framework provided by Sport for

Sport Examples
PLACES
Everyone feels safe and that they belong regardless Program runs on a regular basis and has appropri-
of ability and background. ate attendance.

Promotional and program materials include a diversity Equipment is in good condition.

of images representative of the community.
Facilities are safe; the space is suitable, clean, well lit,
The facility is accessible to participants of all abilities and well maintained.
and provides clear navigation, by both staff
The facility has policies and information readily avail-
and signage.
able on SafeSport (bullying; harassment; emotional,
Access is affordable and barrier free. physical and sexual misconduct, etc.)

Facilities and equipment are modified for the ability, The facility has personnel trained in first aid.
size, and stage of the participants.

Programs and environments are FUN.

 Sectors and Practices | 79

PEOPLE
Are trained and qualified (e.g., National Coaching Use constructive language, communicate equitably
Certification Program, Aboriginal Coaching Modules, and clearly, and involve participants in discussion and
True Sport, Gender Equity, Physical Literacy Instructor feedback.
Program, HIGH FIVE®).
Are knowledgeable about and encourage quality sport.
Are provided with, and partake in, ongoing learning
opportunities. Are respectful.

Mentor and build capacity for future coaches, offi- Ensure the organization operates with clear lines of
cials, instructors, and teachers. responsibility and authority.

Are screened and follow policies and procedures on Are accountable for decisions, policies, risk manage-
child protection and injury prevention. ment, and operational practices, as well as utilizing
the latest in active and safe tools.
Assess participants’ developmental stage, and design
programs and practices considering Long-Term Devel- Regularly assess, continually improve, and
opment key factors (e.g., sensitive periods). modernize governance.

Understand developing physical literacy and how to Seek opportunities to engage with programs and
apply it in programs. organizations in the community, province/terri-
tory and nation-wide to advance quality sport and
Are ethical and and demonstrate good social, com- increase opportunities for participants.
munication, and leadership skills.
Use sport for social change and community
Demonstrate the organization’s stated principles development.
and integrate values-based sport in training and
competition. Provide education opportunities about quality sport
including meaningful competition and proper sport
specialization.
Sectors and Practices | 80

PROGRAMS
Ability, age, size, and maturity are all considered include different levels (tiers), types of play, competi-
when grouping participants. tion, or activities.

Participants are actively engaged in the game or activ- In the early stages, leaders emphasize skill develop-
ity and fully included by teammates. ment over winning.

All holistic aspects of participation are considered, In the early stages, programs develop fundamental
including mental (intellectual and emotional), physi- movement skills, in addition to sport-specific skills,
cal, cultural and spiritual. and should take a multisport approach.

Participants are learning and building on their exist- Based on stage of development, the participants are
ing skills. playing small-sided games with fewer players, com-
peting in shorter distances, or playing for modified
There are options to make an activity more or less chal- lengths of time.
lenging based on participant’s skills and capabilities.
Rules are modified based on the ability and stage of
Programs should take a multisport approach—in the the participants.
early stages especially, participants get to play differ-
ent positions and/or try different events and sports. In the early stages, teams, groups, lines, or cate-
gories are balanced so that participants of similar
Programs and practices are well-prepared and are ability compete against each other, giving everyone a
delivered in context of seasonal and annual plans. chance to struggle and succeed.
The program is aligned with the national sport orga- In the early stages, all participants get to play and
nization’s Long-Term Development framework, or practice equally. Elimination competition formats are
when possible, is a national sport organization-de- not used.
signed quality sport program.
Competition is timed appropriately for learning, and
The club connects participants to developmentally is affordable and accessible.
appropriate programs and opportunities, which may
 Sectors and Practices | 81

Education
Higher Education, K–12 Education, Health & Physical Education, Early Childhood Education

Education plays a key role in developing and enhanc- and structured environments. Below are some key
ing the opportunity for students to explore, enhance, elements for making physical literacy meaningful for
and extend their physical literacy journey. Every children across different ages and stages.
child in Canada will move through education at
some point in their life, some starting as early as six A continuum for access to and development of physi-
months. Educators need to ensure that children have cal literacy is required from early childhood education
the opportunity to build upon their physical literacy to post-secondary, requiring all of these stages to
journey, and that they have continued opportunities develop, implement, and monitor a physical liter-
to develop their physical literacy often. Age- and acy framework that is progressive and inclusive from
stage-appropriate movement skills and risky play infancy to adulthood, and continuous across the entire
need to be valued equally with literacy and numeracy, development spectrum. In this regard, physical literacy
and they need to be developed in both unstructured can be developed continuously in a manner similar to
language literacy from early childhood to adulthood.
Photo: Athletics Nova Scotia

THE ParticipACTION
EXPERT STATEMENT
ON PHYSICAL ACTIVITY
AND BRAIN HEALTH IN
CHILDREN AND YOUTH:
For better brain health, all
children and youth should be
physically active on a regular
basis. In addition to physical
health benefits, physical activity
also improves cognition, brain
function, and mental health
(ParticipACTION, 2018).
Sectors and Practices | 82

EARLY CHILDHOOD EDUCATION RECESS

Within early childhood education, quality physical Supervisory staff should be trained in facilitating
literacy opportunities should exist for children ages inclusive play. Spaces should be suitable for all forms
birth to five years which include structured and of play, both structured and unstructured including
unstructured movement activities. Opportunities for active play and risky play. A wide variety of appropri-
development of movement competency should be ate equipment should be available for all to access.
mandated by the government for children ages birth
to five years. DAILY PHYSICAL ACTIVITY
Opportunities should exist for students to explore
PRE-KINDERGARTEN—12 EDUCATION and repeat movement skills in different environments
Physical literacy should be valued across the entire within and outside of the school setting.
school day, not just within physical education and
recess. Administrators, teachers, and parents should UNIVERSITY OR COLLEGE
all value and prioritize physical literacy to same degree Physical literacy should be adopted as an attribute or
that they value language literacy and numeracy. outcome for all graduates.

PHYSICAL EDUCATION Teacher training should include movement-based

Specialists should be hired to provide a progressive learning strategies to enhance cognition, improve
and pedagogically appropriate year-long plan with behaviour, and develop diverse learners.
physical literacy-enriched lessons. Existing or new
physical education educators should continuously
professionally develop so that they can deliver a holis-
tic and inclusive curriculum that meets the needs of
the students as they achieve grade-specific, physical
literacy outcomes.

Education Examples
PEOPLE PLACES
• Are trained and qualified in physical education, with an • Everyone feels safe and included regardless of ability
understanding of physical literacy. and background.
• Seek ongoing learning opportunities. • Facilities are accessible to participants of all abilities and
provide clear navigation by both staff and signage.
• Are accountable for teaching the physical education
curriculum. • Staff and students make learning FUN.
• Communicate regularly with students, parents, and • Mental, physical, cultural, social, emotional, and spiritual
community about progress. aspects of participants are considered.
• Provide opportunities for physical literacy to be developed • Social, communication, and leadership skills are developed.
within the community.
• Equipment is of appropriate size and in good condition.
• Regularly assess and modernize programs to benefit • Facilities are safe, the space is suitable, clean, and well-
physical literacy development.
maintained.
• Facilities are checked daily before activities.
 Sectors and Practices | 83

PROGRAMS
• Fundamental movement skills and patterns are developed. • Equipment and activities are modified for the ability and
stage of participants.
• Planned, supported, and developmentally appropriate.
• All participants are engaged in the lesson activities. • Instructional time in physical education is a minimum of
225 minutes per week.
• Intersectionality of the diversity that makes up each individual
needs to be recognized, appreciated, and supported.
• Co-curricular physical literacy enriching opportunities to
support application of learning (i.e. intramurals, sport,
• Lessons are differentiated and inclusive. recreation, active transportation, active recess).
• No games with eliminations, or use of physical activity
as punishment.

Programs should be progressive and challenging: Programs should be well planned:

• Students are learning new skills and building on existing • Course units and lessons reflect the curricular goals of the
movement skills and strategies. physical education curriculum.
• Programs are movement-skills-based. • Classes maximize active time within instructional time.
• Students have options to make an activity more or less • Course units and lessons consider the physical, cognitive,
challenging based on their skills and competence. social and emotional readiness of the students.
• Instruction places an emphasis on skill development • Assessment is meaningful, ongoing and appropriate for
over competition. learning outcomes including fitness.
• Instruction is inclusive of the ability and stage of the students. • Course units and lessons are well-prepared, considering
seasonal and school environments and schedules.
• Opportunities within activities to explore, create and self-
direct their own learning.
• All participants get to participate to the best of their
abilities (exclusion games should be avoided).
Sectors and Practices | 84

The Arts
Dance, Circus, Theatre, Music

The arts sector has embraced the concept of physical

literacy as the performing arts world recognizes the
Arts Examples
need to develop social connection, physical compe- PEOPLE
tence, and psychological competencies in order to
Community dance teachers that would provide a
perform for their audiences. Performers in the circus
quality physical literacy experience.
arts, for example, can have long careers while main-
taining a high level of physical literacy through their Physical education teachers who provide circus arts
practice and performing. and dance programs as part of their curriculum.

Canada’s National Ballet School’s training of dance

leaders using a physical literacy lens.

PLACES
Community dance studios that promote and deliver
physical literacy–based programs.

Schools that are innovative and providing circus

arts and dance as part of physical education.

National Circus School recreational programs for

developing circus arts based in Montreal.

PROGRAMS
Community dance programs that utilize physical
literacy principles.

Circus arts programs in school physical

education classes.

Canada’s National Ballet School’s “Sharing Dance” pro-

gram for in-school and afterschool dance experiences.
 References | 85

Vocation
For many vocations, physical and psychological competencies are required in order to safely
participate in a productive manner. For instance, in the military there are numerous physical
competencies that are required to be effective. In the postal service, letter carriers must develop
the ability to have mobility in multiple contexts, such as walking on many different surfaces and
judging the environment for hazards. In the construction industry, workers must possess good
manual dexterity, spatial awareness, and balance and coordination to perform lifting tasks. At
present, workplace safety guidelines do not formally recognize physical literacy as a means by
which to ensure worker safety and increase productivity.
Sectors and Practices | 86

Vocation Examples
PEOPLE PROGRAMS
Employers and employees trained in fundamental New entrants to an occupation should be assessed
and job-specific movement skills.  and their physical capacity to perform occupational
tasks evaluated. 
Workplace health—encourage movement across the
workday, ergonomics experts, and safety officials.  Where deficiencies are identified, an individualized
training plan should be put in place to eliminate or
Equipment design and construction experts (if equip- reduce capacity shortfalls. 
ment used in employment tasks). 
New entrants should be instructed in biomechanically
Occupational therapists and rehabilitation specialists.  correct execution of required tasks under optimal
conditions, and feedback provided until performance
reaches an acceptable standard. 

The range of conditions under which occupational

tasks are practiced should be expanded to include
(where appropriate) unstable footing, adverse envi-
ronments (rain and snow), and a range of thermal
conditions from hot to cold. 

Once the new entrant has reached an acceptable

standard, the range of conditions under which occu-
pational tasks are practiced should be expanded to
include (where appropriate) unstable footing, adverse
environments (rain and snow), and a range of ther-
mal conditions from hot to cold.

Employees should be regularly re-assessed in the

PLACES performance of occupation-related tasks, and as body
capacity changes (with age, injury, or change in phys-
Currently workplace safety settings do not factor
ical capacity), the task execution should be changed
in physical literacy as a means by which to ensure
to accommodate, or training and capacity building
worker safety and increase productivity.
interventions should be put in place. 
Physical literacy is developed through a combination
Regardless of occupational-specific physical literacy
of on-the-job training of new entrants and self-directed
activities, workers need to engage in the process of
fitness and life-long physical literacy development. 
life-long physical literacy development.
Physical literacy—by definition—happens in the
workplace. The workplace may be fixed (e.g., office,
building, factory) or may be beyond the control of the
worker (e.g., military, firefighters, or police).

There is an important role for workplace health and

safety in the design of both the physical workspace
and occupational processes in which the workers
are engaged. 
 Sectors and Practices | 87

Daily Living
Physical literacy is critical for our ability to participate in everyday activities. The most important
of these activities may be the ability to safely move about our home, yard or community. That
means that people need the competency to move on all surfaces, to perform basic yet important
movements such as ascending and descending stairs, and to detect and avoid hazards.

Daily Living Examples

PEOPLE
Everyone, everywhere:
All people are included in this because we all take
part in activities of daily living to varying degrees
given our abilities, vocation, etc. This includes activi-
ties such as walking the dog, performing daily chores,
gardening, using active transportation, and playing
with children or grandchildren.

Rehabilitation specialists (occupational therapists/

physiotherapists, psychologists, athletic therapists,
physical medicine physicians, certified strength and
conditioning coaches, personal trainers) who work
specifically with diverse populations to increase par-
ticipation in everyday activities of daily living. PROGRAMS
It is important to develop context-specific competen-
PLACES
cies, such as the ability to walk on ice or to detect
The development of physical literacy is key for people hazards, instead of focusing on strength and balance
to be able to actively transport themselves around in non-real life circumstances. While the safety com-
their community by using bike lanes or walking ponent is critical, programs should find ways to craft
paths/trails. It allows people to enjoy activities in their their messaging in ways that encourage participation
homes, gardens or backyards, as well as to navigate in activities from an enjoyment perspective as well as
stairs and manage such obstacles as icy sidewalks. a safety perspective.
 Shaping Physical Literacy Policy and Strategy | 88
SECTION

Shaping Physical Literacy

7 Policy and Strategy

To create a physically literate society, the different sectors of public health, recreation, sport,
education, and the arts need to work in a coordinated manner with common goals. By observing
some agreed-upon principles and practices in policy and program development, their initiatives
and programming in support of physical literacy will produce harmonious and impactful results. The
following pages identify some key considerations and approaches to developing physical literacy
policy and programming.

PHYSICAL LITERACY–ENRICHED COMMUNITIES

How do we support the development of physical literacy over the life course? One place to begin is within local
communities by ensuring that the environment is suitable for supporting every individual’s physical literacy journey.

intercultu
anismes rels
Org

Justice Sport

Éducation Gouvernemen
t
Éducation petite enfance

COMMUNAUTÉ
L oisir P r o fes s i o n

té
M ilit a ir e S o i ns d e s a n

Arts dynamiques

PROGRAMMES PERSONNES ESPACES

Figure 18: Physical Literacy-Enriched Communities

 Shaping Physical Literacy Policy and Strategy | 89

A physical literacy-enriched community includes all public health, recreation, community sport, edu-
sectors cooperating to create physically literate indi- cation, and the arts. Connections between these
viduals. It includes programs, places, and people, and sectors must be forged at the community level, and
it is inclusive in embracing everyone in the community it is critically important that municipal governments
regardless of age, ability, or culture. It has community be engaged as well as most municipalities provide
leaders who are committed to creating and sustaining public recreation facilities and programming, as well
healthy, active communities through the development as health and education services.
of physical literacy, and who possess the vision and
desire to improve physical activity and quality sport by With collaborative effort, physical literacy policy and
establishing a focused framework that connects and programming can be provided through early childhood
aligns physical activity partners and initiatives. education centres, sport club programs, dance and
gymnastics programs, K–12 school curriculum, recre-
Developing physical literacy through a communi- ation services, and seniors’ community programming.
ty-based approach involves collaboration between

Further information on developing physical literacy in communities

can be obtained at physicalliteracy.ca/communities.
Shaping Physical Literacy Policy and Strategy | 90

EFFECTIVE PHYSICAL LITERACY POLICY

The Four Pillars Approach
The International Charter for Physical Education, recreation, sport, education, and the arts in identify-
Physical Activity, and Sport (United Nations Educa- ing physical literacy policy considerations.
tional, Scientific and Cultural Organization, 2015)
clearly states that vested agencies must participate in In developing the Four Pillars model, various inter-
creating a strategic vision and identify policy options national definitions of physical literacy and the
and priorities that enable the fundamental right for wider construct of literacy were reviewed in order
all people to participate in meaningful physical activ- to establish common pillars of physical literacy. The
ity across their life course. model strives to be consistent with international
understandings of what physical literacy is and how
The Four Pillars model is a new approach to help it can be used to develop and support public health,
key decision makers in the fields of public health, recreation, sport, and educative goals.

Pour la mise en place d’une politique

efficace en matière de littératie physique

PAR LES SECTEURS DE LA SANTÉ, DU SPORT, DU LOISIR, ET DE L’ÉDUCATION

Compétence

Parcours
Contexte

Pouvoir

Figure 19: Pillars of Effective Physical Literacy Policy

 Shaping Physical Literacy Policy and Strategy | 91

PILLARS 1 & 2: COMPETENCY AND CONTEXT PILLAR 3: PHYSICAL LITERACY JOURNEY

The first pillar is context. Contexts can be physical or We can think of physical literacy as a journey or
social. In the case of the former, we are talking about quest. A physical literacy quest is a decision to
the competences, motivation, and feeling states embark on a competency progression. For example,
required to successfully navigate through one’s phys- suppose you wanted to compete in a triathlon. Since
ical environment which could include land, water, air, you have only ever competed as a runner, you will
and ice and snow. now need to learn to swim and cycle in order to be
competitive. This requires not only mastering the
In a country like Canada, which is diverse in climate, required movement skills, but also the psychological,
all of these competences are essential for participation. social, cognitive, and physical learning necessary to
Avoiding environments perceived as dangerous, or make you competent and confident at all of those
when we lack physical competence and confidence to activities. This is part of the quest.
navigate them, lies in direct opposition to the notion Every time we commit to learning a new activity, we
of physical literacy. are enhancing our physical literacy journey. Sadly, par-
ticipation seems to decline with age, and this means
we embark on fewer quests.

Research shows that participation in sport and phys-

ical activity declines from childhood, reaching the
lowest levels in midlife and old age (Dudley, Cairney,
Wainwright, Kriellaars & Mitchell, 2017). This sug-
gests that if our movement experiences in childhood
and adolescence are not diverse and enjoyable, we
are not likely to embark on quests as we grow older.
This is confirmed by the low rates of participation we
observe across the life course.

Too often we are concerned when a child or youth

decides to quit a sport or activity. From the perspec-
tive of physical literacy, this is only of concern if the
pathway leads to inactivity. If instead, it leads to a
With physical competence and confidence and new journey—a new quest to acquire new activi-
embodied knowledge, we engage physically in the ties—this is not a problem, this is a transition.
world, in different environments, with different
objects and with people. Our job as educators, practitioners and advocates is
to ensure individuals see physical literacy as open-
When an individual lacks physical competence, con- ing up movement experiences, many and varied, to
fidence, knowledge, and feels nervous or even hates diverse participation. Life will not follow a single,
movement, they do not participate. straight-line pathway. The richest lives are those
Since so much of participation involves other people, whose participation paths form dense, intercon-
social inhibition limits the richness of participation nected webs. The rich and continued journey is the
opportunities and opportunities to make new friends goal (Dudley et al., 2017).
and connections. It creates isolation. Physical literacy
then is critical to meaningful social participation.
Shaping Physical Literacy Policy and Strategy | 92

PILLAR 4: POWER
The “power” of physical literacy refers to creating an society enjoy. Moreover, physical activity, sport, and
inclusive and equitable society from a social, health, recreation can play an important role in reducing
and human capital point of view. social tensions and conflicts at the community and
national level by addressing the sources of this exclu-
There are well-known disparities in health including
sion and providing an alternative entry point into the
physical activity participation across a number of
social and economic life of communities.
social determinants. For example, girls and women
are less active than boys and men and the gap wid- At the most rudimentary level, well-designed phys-
ens with age. Persons with disabilities, visible minority ical literacy policies should promote the core values
groups, Indigenous populations, asylum seekers and of physical activity and sport such as self-discipline,
refugees, homeless people and those living in pov- respect, fair play, teamwork, and adherence to
erty are among the most vulnerable when it comes mutually agreed upon rules. This, in turn, should help
to health disparities and have been systematically individuals build the values and communication skills
excluded from opportunities to participate in physical necessary to prevent and resolve conflict in their
activity and sport. own lives.

If systemic and structural barriers are removed, It is imperative, however, to recognize and address
physical activity participation can enable marginalized the underlying power structures of physical literacy to
populations to experience social inclusion and all the ensure diversity and inclusion are embedded in policy.
health benefits that non-excluded segments of our
 Conclusion: Taking Physical Literacy Forward | 93
SECTION

Conclusion: Taking Physical

8 Literacy Forward

As we move into the third decade of the 21st century, society is more sedentary, and diseases of
inactivity more prevalent than ever before; therefore, the need for improved physical literacy is
greater than ever before. It is crucial that we embrace physical literacy as a catalyst for people of
all ages and all abilities to be active and healthy. In Developing Physical Literacy: Building a
New Normal for all Canadians, we have made a case for the value of physical literacy across
movement environments for a lifetime. We know that “it takes a village” and the collaboration of
multiple sectors to embed physical literacy development in plans, programs, and policies. It is also
critical that parents are meaningfully engaged in this effort as they play a key role in facilitating
more quality movement in themselves and their children. We know that the consequences of
physical inactivity are significant, and we know that the inactivity trend is a national crisis that
demands our attention. This is why a movement in support of physical literacy is so important.

We need to support the development of physical confidence, physical competence, knowledge, and
literacy as a counter-measure to having engineered understanding to take part in physical activity for the
movement opportunities and experiences out of our rest of their lives. For adults and seniors, we need to
environment. We need to remember that people do provide opportunities for them to learn new skills and
not develop motor skills “naturally”. They must be build confidence in their ability so that taking part in
nurtured, supported, encouraged, and taught. This physical activity is accessible, enjoyable and becomes
means we need to look at ways to support and cele- an ingrained habit.
brate every person’s physical literacy journey through-
out the life course. For all individuals regardless of age, gender, ethnicity,
and ability, we need to make physical literacy both a
For children and youth, we must find creative ways reality and a foundation of national efforts to improve
to ensure they have the opportunity—and where the health and quality of life of all Canadians.
necessary, the instruction—to develop the motivation,
 Appendices | 94
SECTION

9 Appendices

Appendix A—A Brief History of Physical Literacy

Many people think that physical literacy is a new concept that dates from the close of the twentieth century.
The truth is that the idea of “physical literacy” has been referenced since at least the nineteenth century.
Recently, Cairney, Kiez, Roetert & Kriellaars (2019b) wrote a review on the history of origins of physical literacy.

Here is some of what they found:

One of the earl iest uses of the term was in 1884, Jump forward to the invention of the transistor in
when Edward McGuire of the US Army Corp of Engi- 1947† and the rise of the electronic era (1947–1985);
neers used the term physical literacy to describe the we see a resurgence of the term physical literacy
eloquent movements of a local culture he witnessed again in relation to threats of technological innova-
during a feast (Kiez, 2015). This use occurred during tion to movement. Finally, with the creation of the
the rise of worldwide mechanization and was coinci- internet (1970s) and the World Wide Web (1990), the
dent with the invention of the first motor vehicle in computer/internet era arose with its implicit threats to
1885. As a result of mechanization and the apparent physicality. This resulted in the most recent rise in the
threat it imposed to active lifestyles of the popula- use of the term, and championed by the philosopher,
tion, the term physical literacy was routinely used in Margaret Whitehead in England (Whitehead, 2001).
USA by educators arguing for equivalency of physical
literacy with “mental literacies”. Subsequently, the
term was also used in Australia and Great Britain.

So, not only is the term physical literacy not new, but descriptions from the 20th Century bear strik-
ing similarities to our modern uses of the term:
1930: “We must prepare for physical literacy as 1937: “Games, climbing, walking, dancing and man-
well as for mental literacy. A physically fit America ual occupations such as carpentry, building and so on,
becomes more necessary with modern mechanical all conduce to physical literacy: that is to a disciplined
inventions” (Kriellaars, 2015, p.37). command over the body” (Kriellaars, 2015, p.37).

†Bell Labs in NJ, USA

 Appendices | 95

Appendix B—Definitions
International Physical Literacy Association (IPLA) Margaret Whitehead from her book – original
Physical literacy can be described as the motivation, and most recent
confidence, physical competence, knowledge and As appropriate to each individual’s endowment,
understanding to value and take responsibility for physical literacy can be described as the motivation,
engagement in physical activities for life (IPLA, 2014). confidence, physical competence, knowledge and
understanding to maintain physical activity through-
Physical Health Education (PHE) Canada, 2010 out the life course (Whitehead, 2010).
Individuals who are physically literate move with com-
petence and confidence in a wide variety of physical • Identify the intrinsic value of physical activity;
activities in multiple environments that benefit the • Overcome the need to justify physical activity as a means
healthy development of the whole person. to other ends;
Physically literate individuals consistently develop the • Provide a clear goal to be worked towards in all forms of
motivation and ability to understand, communicate, physical activity;
apply, and analyze different forms of movement.
• Underwrite the importance and value of physical activity in
They are able to demonstrate a variety of movements the school curriculum;
confidently, competently, creatively and strategically • Refute the notion that physical activity is an optional extra
across a wide range of health-related physical activities. of only recreational value;
These skills enable individuals to make healthy, active • Justify the importance of physical activity for all, not just
choices that are both beneficial to and respectful of the most able in this field;
their whole self, others, and their environment (PHE
• Spell out a case for lifelong participation in physical
Canada, 2010).
activity;
SHAPE America • Identify the range of the significant others who have a
Physical literacy is the ability to move with compe- part to play in enabling physical activity.
tence and confidence in a wide variety of physical
activities in multiple environments that benefit the The motivation, confidence, physical competence,
healthy development of the whole person (Mandigo, knowledge, and understanding to maintain physical
Francis, Lodewyk & Lopez, 2009). activity throughout the life course.

QUEST Journal Article A disposition to capitalize on the human embodied

capability, wherein the individual has the motivation,
The ability to move with confidence and competence
confidence, physical competence, knowledge and
using all the physical assets one has at their disposal
understanding to value and take responsibility for
at any given point in time across varying contexts.
engagement in physical activities for life (White-
Physical Literacy involves a continuum of learning
head, 2010).
by enabling individuals to achieve their goals, to
develop their knowledge, movement and potential, “A disposition acquired by human individuals encom-
and to participate fully in their community and wider passing the motivation, confidence, physical compe-
society ((Dudley, Cairney, Wainwright, Kriellaars & tence, knowledge and understanding that establishes
Mitchell, 2017). purposeful physical pursuits as an integral part of
their lifestyle” (Capel &Whitehead, 2013).
Appendices | 96

One of the first written definitions was provided by This is because physical literacy gives you:
Morrison (Wall & Murray, 1994, p. 5):
• the physical skills and fitness,
“To be physically literate, one should be creative,
• the attitudes and emotions that motivate you to be active,
imaginative, and clear in expressive movement,
competent and efficient in utilitarian movement and • the knowledge and understanding of how, why and when
inventive, versatile, and skillful in objective move- you move, and
ment. The body is the means by which ideas and aims • the social skills to be active with others.
are carried out and, therefore, it must become both
sensitive and deft.” Any person, at any life stage and circumstance, can
improve their physical literacy (Sport Australia, 2017).
Originally, Whitehead, defined a physically literate
person: The Australian Sport Commission presented the fol-
lowing definition in 2017:
• moves with poise, economy and confidence in a wide
variety of physically challenging situations; and, Physical literacy is lifelong holistic learning acquired
and applied in movement and physical activity con-
• is perceptive in “reading” all aspects of the physical
texts. It reflects ongoing changes integrating physical,
environment, anticipating movement needs or possibilities
psychological, cognitive and social capabilities. It
and responding appropriately to these, with intelligence
is vital in helping us lead healthy and fulfilling lives
and imagination (Whitehead, 2001).
through movement and physical activity. A physically
Aspen Institute Project Play literate person is able to draw on their integrated
Physical literacy is the ability, confidence, and desire physical, psychological, cognitive, and social capaci-
to be physically active for life (The Aspen Institute ties to support health promoting and fulfilling move-
Project Play, 2018). ment and physical activity—relative to their situation
and context—throughout their lifespan (Australian
Sport New Zealand Sport Commission, 2017).
The motivation, confidence, physical competence,
The 2017 Australian Sport Commission definition is
knowledge and understanding required by partici-
useful as it implicitly embodies the many domains of
pants that allows them to value and take responsibil-
physical literacy and acknowledges that it is a long-
ity for engaging in physical activity and sport for life
term process or “journey”. It also acknowledges that
(Sport New Zealand, 2015).
physical literacy is about learning.
Australian Government – Sport Australia
Physical literacy is the skills, knowledge and
behaviours that give us the confidence and
motivation to move throughout our lives.

Developing your physical literacy can give you the

confidence and capability to be active, and stay active
for life.
 Appendices | 97

Recently, Dudley and colleagues offered another Sport for Life – Long-Term Athlete Development
definition that ties many of the elements together: 2.1
Physical literacy is the foundation of both partici-
Physical Literacy is the ability to move with confidence
pation and excellence in physical activity and sport.
and competence using all the physical assets one
Individuals who are physically literate are more likely
has at their disposal at any given point in time across
to be active for life (Balyi, Cardinal, Higgs, Norris &
varying contexts. Physical literacy involves a contin-
Way, 2016, p. 23).
uum of learning by enabling individuals to achieve
their goals, to develop their knowledge, movement Developing Physical Literacy
and potential, and to participate fully in their commu-
Physical literacy is the development of fundamental
nity and wider society (Dudley, Cairney, Wainwright,
movement skills and fundamental sport skills that
Kriellaars & Mitchell, 2017).
permit a child to move confidently and with control,
Wales Institute for Physical Literacy in a wide range of physical activity, rhythmic (dance)
and sport situations. Physical literacy also includes the
Physical Literacy can be described as the motivation,
ability to “read” what is going on around them in an
confidence, physical competence, knowledge and
activity setting and react appropriately to those events
understanding to value and take responsibility for
(Balyi, Way, Higgs, Norris & Cardinal, 2010, p. 5).
engagement in physical activities for life” (as cited
from Wales Institute for Physical Literacy, 2015).

Sport Wales
Physical Literacy means that a person has a catalogue
of technical skills along with the confidence and
motivation to take part in lots of different sports and
physical activities at every stage in their life. It gives
them the power to choose to be physically active
in whatever way they prefer, taking away fears of
“having a go” or a lack of motivation that many of
us can suffer from. There are four individual elements
that lead to a person becoming physically literate . .
. Physical Skills + Confidence + Motivation + Lots of
opportunities = Physical Literacy (Sport Wales, 2014).
Appendices | 98

Appendix C—Research in Physical Literacy

Considerable research exists on many of the compo- The mandate of the group is to advance scientific
nent parts of physical literacy—movement compe- research in the field of physical literacy and act as
tence, motivation, positive affect—but research on a connector group to foster greater collaboration
physical literacy as a comprehensive whole is limited. between researchers and stakeholders across multiple
sectors. A major focus is on translation of knowledge
While Whitehead can be credited for leading a resur- to providers and policy makers in public health, recre-
gence in interest in the construct, her contributions ation, sport, education, and the arts.
predominantly focus on the conceptual and philo-
sophical background. Theory in physical literacy in Collectively, the group has already published several
other words has significantly outpaced research. The papers contributing to research in the field, including:
exception to this has been the field of assessment. validation of both PLAYFun (Cairney et al., 2018b) and
Early on, practitioners and researchers interested in Pre-PLAy (Cairney et al., 2018a); critical consideration
physical literacy acknowledged significant gaps in for physical literacy policy across the public health, rec-
relation to how best to measure physical literacy for reation, sport, and education sectors (Dudley, Cairney,
both assessment and tracking purposes. In response Wainwright, Kriellaars & Mitchell, 2017); and the com-
to this, three tools have been developed to date (see mentary on using physical literacy as an intervention
Appendix D). for brain health in preschool (Cairney, Bedard, Dudley &
Kriellaars, 2016). Doctors Dudley, Goodway and Cair-
PHYSICAL LITERACY RESEARCH GROUP ney were asked to edit a special edition in the Journal
In 2016, Sport for Life announced the formation of of Teaching in Physical Education. The entire collection
the Physical Literacy Research Group, chaired by Dr. is dedicated to using empirical methods to advance the
John Cairney from the University of Toronto. science of physical literacy.
The committee is comprised of leading scholars in the
field, including Dr. Dean Kriellaars from the University
of Manitoba, and several international scholars: Dr.
Dean Dudley from Australia, Dr. Jackie Goodway from
the United States, and Dr. Nalda Wainright from the
United Kingdom. This group will continue to grow
as more and more researchers become interested in
physical literacy across the life course.
 Appendices | 99

Appendix D—Physical Literacy Assessment Tools

PHYSICAL LITERACY ASSESSMENT FOR YOUTH PHYSICAL LITERACY ASSESSMENT FOR YOUTH
– PLAY TOOLS – NEW PLAY TOOLS
(Sport for Life, 2018) (Pre-PLAy & Adapted PLAY)

Dr. Dean Kriellaars from the University of Mani- Preschool Physical Literacy Assessment – Pre-
toba created the PLAY tools in response to a lack of PLAy—An important development concerns assess-
standardized assessments of physical literacy. PLAY ment of physical literacy in the early years (birth to
includes a suite of tools: PLAYFun, PLAYBasic, PLAY- six years of age). Cairney and colleagues developed
Self, PLAYParent and PLAYCoach. A recent study Pre-PLAy (The Preschool Physical Literacy Assessment)
by Cairney and colleagues (2018b) confirmed that modeled from PLAY. The tool is an observational
PLAYFun is a valid assessment of motor competence assessment for use by early childhood educators to
in children ages nine to 14 years of age. Moreover, get a handle on where a child is developmentally
there is a lot of unpublished data showing the reliabil- on their physical literacy journey so that appropri-
ity and validity of both PLAYFun and PLAYSelf, as well ate steps can be taken to support the child. We are
as endorsement of the tools reflected in the wide- currently developing educational resources to accom-
spread use of the assessment tools across different pany Pre-PLAy that will better equip early childhood
sectors and provinces. One of the appealing features educators and other professionals working in this
of the suite of tools is that after training, PLAYFun, space to use the tool effectively. The initial results
Self and Coach are relatively easy and cost effective on Pre-PLAy have been published and are available
to administer. (Cairney et al., 2018).

The PLAY tools were originally designed for research Adapted PLAY—A tool specifically designed for per-
but have excellent fit with program evaluation. The sons dependent on assistive devices such as a wheel-
tools have very good to excellent reliability, strong chair, Adapted PLAY, has been developed and tested
validity, are easy to interpret and are very sensitive under the direction of Dr. James Mandigo of Brock
to change. The PLAYFun/Basic tools do not exhibit University in consultation with Doctors Kriellaars and
“ceiling effects” so they can be employed over a very Cairney. It assesses motor competence through a bat-
large range of abilities. The assessment of physical tery of five tests assessing locomotor, object control,
literacy should include more than just movement skills and balance skills.
(movement repertoire and competence to move). It
should also include confidence, different environ- More information on PLAY, Pre-PLAy and Adapted
ments, participation, comprehension, and motivation. PLAY can be accessed at: play.physicalliteracy.ca.
Perception of physical literacy by the child, parent or
practitioner are also important to assess.
Appendices | 100

CANADIAN ASSESSMENT OF PHYSICAL The model for Passport is consistent with the SHAPE
LITERACY (CAPL) America (2014) criteria for physical literacy. Lodewyk
(Health Active Living and Obesity Research and Mandigo (2017) have published data on the
Group, 2018) validity of the tool as an indicator of physical literacy
for students at the elementary level.
The first and most studied assessment tool from a
peer-review publications perspective is the Canadian passportforlife.ca
Assessment of Physical Literacy (CAPL). Born from a
PHYSICAL LITERACY ENVIRONMENTAL
model that views physical literacy as the intersection
ASSESSMENT (PLEA)
of a number of different domains including physical
fitness, motivation, understanding and knowledge of The Physical Literary Environmental Assessment (PLEA)
the health benefits of physical activity, and physical Tool is a program evaluation tool for sport, physical
activity itself, CAPL is a battery of tests that brings education and physical activity programs to assess
together many existing measures and assessments how they are implementing the principles of physical
(e.g., Children’s Self‐Perceptions of Adequacy in and literacy. Physical literacy is defined as: “the motiva-
Predilection for Physical Activity (CSAPPA); Pacer test) tion, confidence, physical competence, knowledge
along with a new assessment, a “coordinated action” and understanding to value and take responsibility for
circuit that assesses the integration of a number of engagement in physical activities for life.” The PLEA
motor skills (object control; body control; locomotion) Tool will be useful for teachers, coaches, and physical
together in the execution of a series of tasks. activity program leaders for program planning, deliv-
ery and evaluation.
The research team lead by Dr. Mark Tremblay at the
Children’s Hospital of Eastern Ontario have conducted The PLEA Tool was developed through a rigorous,
several studies of CAPL’s assessment properties (e.g., multi-stage process involving consultation with physi-
reliability and validity) and as a result of this, the tool cal literacy experts, PLEA Tool testing and validation in
has undergone several modifications since its inception. Hamilton, ON and a Canada-wide national consulta-
tion process. The PLEA Tool received input from over
capl-ecsfp.ca 400 physical activity, sport, recreation and physical edu-
cation leaders from Hamilton, ON and across Canada.
PASSPORT FOR LIFE
(Physical & Health Education Canada, 2013) The PLEA Tool was designed by Hilary Caldwell and
Dr. Brian Timmons at the Child Health & Exercise
The Passport for Life Tools were created to be used
Medicine Program at McMaster University and in
by physical educators to evaluate the physical literacy
collaboration with Sport for Life, Sport Hamilton and
journey of students in the context of physical educa-
City of Hamilton Public Health Services.
tion class.
sportforlife.ca/plea
Designed for children and youth from K–12 in the
context of physical education, the Passport for Life
tool includes a self-report active participation, inter-
ested and preferred environments for activity ques-
tionnaire, along with eight modules that assess fitness
(core strength, aerobic endurance and dynamic stabil-
ity), movement skills (locomotion, object control, and
manipulation) and a living skills survey which assesses
feeling, thinking and relating to others.
 References | 101
SECTION

10 References

Australian Sports Commission. of Family Medicine; McMaster Canadian Society for Exercise Dudley, D., Cairney, J., Wain-
(2017). The draft Australian University; Faculty of Kinesi- Physiology . (2016). Canadian wright, N., Kriellaars, D., &
physical literacy standard: ex- ology and Physical Education. 24-hour movement guidelines Mitchell, D. (2017). Critical
plaining the standard. Retrieved University of Toronto: Sport for for children and youth: an considerations for physical
June 27, 2018, from: https:// Life Society. integration of physical activity, literacy policy in public health,
www.ausport.gov.au/__data/ sedentary behaviour, and sleep. recreation, sport, and education
assets/pdf_file/0008/663443/ Cairney, J., Clark, H. J., James, Retrieved on June 27, 2018, agencies. Quest, 69(4), 1–17.
Draft_Australian_Physical_Lit- M. E., Mitchell, D., Dudley, http://www.csep.ca/CMFiles/
eracy_Standard_-_Explaining_ D., & Kriellaars, D. (2018a). Guidelines/24hrGlines/Cana- Edwards, L. C., Bryant, A. S.,
the_Standard.pdf The preschool physical literacy dian24HourMovementGuide- Keegan, R. J., Morgan, K. M.,
assessment tool: testing a lines2016.pdf & Jones, A. M. (2016, June 30).
Balyi, I., Cardinal, C., Higgs, new physical literacy tool for Definitions, foundations and
C., Norris, S. & Way, R. (2016). the early years. Frontiers in Canadian Sport Policy. (2012, associations of physical literacy:
Sport for life: Long-term athlete Pediatrics (6). Retrieved June June 27). Retrieved from https:// a systematic review. Auckland,
development (2.1 ed.) [Re- 29, 2018, from https://www. sirc.ca/sites/default/files/content/ NZ: Sports Medicine. Retrieved
source Paper]. Victoria, Canada: frontiersin.org/articles/10.3389/ docs/pdf/csp2012_en_lr.pdf June 27, 2018, from https://
Sport for Life Society. fped.2018.00138/full www.ncbi.nlm.nih.gov/pmc/
Capel, S., & Whitehead, M. articles/PMC5215133/
Balyi, I., Way, R., Higgs, C., Cairney, J., Dudley, D., Kwan, (2012). Debates in physical
Norris, S., & Cardinal, C. M., Bulten, R., & Kriellaars, K. education. New York, NY: Exercise is Medicine. (2018).
(2010). Canadian sport for life: (2019a). Physical literacy, phys- Routledge. Home. Retrieved June 27, 2018,
Developing physical literacy. ical activity and health: Toward from http://www.exerciseismed-
Vancouver, Canada: Canadian an evidence-informed concep- Center on the Developing Child icine.org/
Sport Centres. tual model. Sports Medicine, at Harvard University. (2014).
49(3), pp. 371-383. Activities guide: Enhancing Fortnum, K., Furzer, B., Reid, S.,
Bochsler, A., Caldwell, H., and practicing executive Jackson, B., & Elliott, C. (2018).
Mitchell, D., Timmons, B., & Cairney, J., Kiez, T., Roetert, function skills with children The physical literacy of children
Wilson, A. (2018, January 25). E. P., & Kriellaars, D. (2019b). from infancy to adolescence. with behavioural and emotional
An overview of the develop- 20th century narrative on the Retrieved on June 27, 2018, mental health disorders: A scop-
ment of the physical literacy en- origins of the physical literacy from https://harvardcenter. ing review. Mental Health and
vironmental assessment (PLEA) construct. Journal of Teaching staging.wpengine.com/ Physical Activity, 15, 95-131
tool. Sport for Life Canadian in Physical Education, 1-18, 10. wp-content/uploads/2015/05/
Summit 2018. Enhancing-and-Practicing-Exec- Frankenburg, W. K., Dodds, J.
Cairney, J., Veldhuizen, S., utive-Function-Skills-with-Chil- B., Fandal, A. W., Kuzuk, E.,
Cairney J., Bedard C., Dudley Graham, J. D., Rodriguez, C., dren-from-Infancy-to-Adoles- & Cohrs, M. (1975). Denver
D., & Kriellaars D. (2016). Bedard, C., Bremer, E., & Kriel- cence-1.pdf Developmental Screening Test.
Towards a Physical Literacy laars, D. (2018b). A construct University of Colorado Medical
Framework to Guide the validation study of PLAYfun. City of Calgary. (2018). Physical Centre.
Design, Implementation and Medicine & Science in Sports & Literacy [webpage]. Retrieved
Evaluation of Early Childhood Exercise, 50(4), pp. 855–862. June 27, 2018, from https:// Garriguet, D., Tremblay, S., &
Movement-Based Interventions www.calgary.ca/CSPS/Recre- Colley R. C. (2015). Compar-
Targeting Cognitive Develop- Canada’s Physical Literacy ation/Pages/Physical-Literacy. ison of physical activity adult
ment. Annals of Sport Medicine Consensus Statement (2015). aspx questionnaire results with
and Research 3(4): 1073. Retrieved March 15, 2019, from accelerometer data. Statistics
http://physicalliteracy.ca/phys- Corlett, J., & Mandigo, J. Canada Health Reports 26(7),
Cairney, J., Bedard, C., Bremer, ical-literacy/consensus-state- (2013). A day in the life: Teach- pp. 11-17.
B., & Campbell, W. (2018). ment/ ing physical literacy. Physical &
Move2Learn [webpage]. Health Education, 78(4), 18–24. Government of Canada (2019).
Retrieved June 27, 2018 from Canadian Parks and Recreation Get Canada’s youth moving!
https://fammedmcmaster.ca/ Association /Interprovincial Decady Y. & Greenberg, L. (July Report of the standing commit-
research/research-projects-pro- Sport and Recreation Council. 2014). Ninety years of change tee on health. Ottawa, Canada:
grams/projects/move-2-learn (February 2015). A Framework in life expectancy. Health at a House of Commons.
for Recreation in Canada - 2015 glance. Statistics Canada cata-
Cairney, J., Bremer, E., Graham, - Pathways to Wellbeing. Otta- logue no. 82-624-X.
J., Rodriguez, C., Nair, K., wa: Canadian Recreation and
Velduizen, S., & Mitchell, D. Parks Association. 40 pages.
(September 2017). Under- https://www.cpra.ca/about-the-
standing the gender gap in framework
physical literacy [report]. Infant
Child Health Lab; Department
References | 102

Government of Canada (2018). Jackson, S. A. & Kimiecik, J. C. Mutrie, N., & Faulkner, G. Ratnasingham S., Cairney J.,
A common vision for increasing (2008). The flow perspective of (2003). Physical activity and Manson H., Rehm J., Lin E., &
physical activity and reducing optimal experience in sport and mental health. In: Everett T, Kurdyak, P. (2013). The burden
sedentary living in Canada: Let’s physical activity. In T. S. Horn Donaghy M, Fever S (editors). of mental illness and addiction
get moving. Retrieved from (Ed.), Advances in sport psy- Physiotherapy and Occupation- in Ontario. Canadian Journal of
https://www.canada.ca/en/pub- chology (3rd ed.) (pp. 377-400). al Therapy in Mental Health: Psychiatry 58(9):529-37.
lic-health/services/publications/ Champain, IL: Human Kinetics. An evidence based approach.
healthy-living/lets-get-moving. London, Routledge, 82-97. Ravrindran, A. V. et al. (2016).
html Jurbala, P. (2015). What is physi- Canadian network for mood
cal literacy, really? Quest, 67. National Association for Sport and anxiety treatments (CAN-
Government of Canada (2011). 367-383. and Physical Education (2004). MAT) 2016 clinical guidelines
Curbing childhood obesity: Moving into the future: national for the management of adults
An overview of the federal, Kiez, T. K. M. (2015). The im- standards for physical education with major depressive disorder:
provincial and territorial frame- pact of circus arts instruction on (2 ed.). [Place of publication not Section 5. Complementary and
work for action to promote the physical literacy of children identified]: McGraw Hill. alternative medicine treatments.
healthy weights. Retrieved in grades 4 and 5. Retrieved The Canadian Journal of Psychi-
from https://www.canada. June 27, 2018, from https:// ParticipACTION. (2018). The atry, vol. 61(9).
ca/en/public-health/services/ mspace.lib.umanitoba.ca/xmlui/ Participaction report card on
health-promotion/healthy-liv- bitstream/handle/1993/30711/ physical activity for children Spence, J. C., Faulkner, G.,
ing/curbing-childhood-obe- Kiez_Tia.pdf?sequence=4&isAl- and youth [report]. Retrieved Bradstreet, C. C., Duggan, M.
sity-federal-provincial-ter- lowed=y March 15, 2019, from: https:// C., & Tremblay, M. S. (2015).
ritorial-framework/ www.participaction.com/en-ca/ Active Canada 20/20: A phys-
Kriellaars, D. (2015). Physical resources/report-card. ical activity plan for Canada.
curbing-childhood-obesity-over- literacy. Svenskidrott Forum
view-federal-provincial-terri- Retrieved from https://journal.
Idrott Hela Livet. Retrieved May Physical & Health Education cpha.ca/index.php/cjph/article/
torial-framework-action-pro- 15, 2019, from https://change- Canada . (2010). What is the
mote-healthy-weights.html viewFile/5041/3278
the-game.se/wp-content/ relationship between physical
Grove, J. A., Carey, A., Jurbala, uploads/2018/04/Change-the- education and physical literacy? Sport Australia. (2017). Physical
P. … Way, R. (2016). Active for game-PL-intro-18-204-Dean- [brochure]. Retrieved June 28, literacy [webpage]. Retrieved
life: Durable by Design [resource Kriellaars-slides.pdf 2018, from https://phecanada. March 15, 2019, from https://
paper]. Sport for Life Society: ca/sites/default/files/content/ www.sportaus.gov.au/physi-
Mandigo, J., Francis, N., & docs/resources/Physical_Litera- cal_literacy
Victoria, Canada. Lodewyk, K. (2015). Physical cy_Brochure_2010.pdf
Healthy Active Living and Obesi- literacy concept paper: Ages Sport for Life Society . (2019).
ty Research Group. (2018). The 0-12 years. Vancouver, Canada: Physical & Health Education Indigenous Communities:
Canadian Assessment of Phys- Canadian Sport Centres. Canada . (2013). Passport for Active for life [resource paper].
ical Literacy (CAPL) [website]. Life [website]. Retrieved June Victoria, Canada: Sport for Life
Mandigo, J., Francis, N., 28, 2018, from http://passport- Society.
Retrieved May 15, 2019, from Lodewyk, K., & Lopez, R.
https://www.capl-eclp.ca forlife.ca
(2009). Physical Literacy for Sport for Life Society . (2018).
Higgs, C., Balyi, I., & Way, R. Educators. Physical & Health Physical Literacy. ( 2018a). Physical Literacy Assessment
(2007). Developing physical Education Journal, 75(3), 27-30. Inclusive physical literacy [web- for Youth. Retrieved on June
literacy: A guide for parents of page]. Retrieved June 28, 2018, 27, 2018, from http://play.physi-
Ministry of Health and Long- from http://physicalliteracy.ca/ calliteracy.ca
children ages 0 to 12: A supple- Term Care . (2018). Protecting
ment to Canadian Sport for Life. inclusion
and Promoting the Health Sport New Zealand. (2015).
Vancouver, Canada: Canadian of Ontarians, Ontario Public Physical Literacy. (2018b). PLAY Sport New Zealand’s physical
Sport Centres. Health Standards: Requirements tools. Retrieved June 29, 2018, literacy approach guidance
International Physical Literacy for Programs, Services, and from http://play.physicalliteracy. for quality physical activi-
Association . (2014). Canada’s Accountability. Retrieved March ca/play-tools ty and sport experiences.
Physical Literacy Consensus 15, 2019, from http://www. Retrieved June 28, 2018,
health.gov.on.ca/en/pro/pro- Public Health Sudbury & Dis- from https://sportnz.org.nz/
Statement definition. Retrieved tricts . (2018). Home. Retrieved
March 15, 2019, from http:// grams/publichealth/oph_stan- assets/Uploads/attachments/
dards/ June 27, 2018, from https:// About-us/2015-PhysicalLiteracy-
physicalliteracy.ca/physical-liter- www.phsd.ca
acy/consensus-statement/ Document-Online.pdf
 References | 103

Sport Wales. (2014). Physical Tucker Center for Research Visek, A. J., Achrati, S. M., Whitehead, M. (2001). The
literacy a journey through life on Girls & Women in Sport Manning, H., McDonnell, concept of physical literacy.
[webpage]. Retrieved June 28, (2018). Developing Physically K., Harris, B.S., & DiPietro, L. European Journal of Physical
2018, from http://physicallitera- Active Girls: An Evidence-based (2015). The fun integration the- Education, 6, 127-138.
cy.sportwales.org.uk/en Multidisciplinary Approach. ory: Toward sustaining children
College of Education & Human and adolescents sport participa- Whitehead, M. (2010). Physical
Statistics Canada. (2009). Lead- Development: University of tion. Journal of physical activity Literacy; throughout the life-
ing causes of death in Canada. Minnesota. and health, 12(3). 424-433. course. Portland, OR: Ringgold
Retrieved March 15, 2019, from https://www.ncbi.nlm.nih.gov/ Inc.
https://www150.statcan.gc.ca/ United Nations Educational, pmc/articles/PMC4201634
n1/pub/84-215-x/2012001/hl- Scientific and Cultural Organi- World Health Organization.
fs-eng.htm zations. (2015). International Wales Institute for Physical (2018). Global action plan on
charter of physical education, Literacy. (2015). What is physical activity 2018-2030:
The Aspen Institute Project Play. physical activity and sport. physical literacy? [webpage]. More active people for a health-
(2018). Physical Literacy: The Retrieved on June 27, 2018, Retrieved June 28, 2018, from ier world [report]. Geneva,
Definition [webpage]. Retrieved http://unesdoc.unesco.org/ http://physicalliteracy.cymru/ World Health Organization.
June 28, 2018, from http:// images/0023/002354/235409e. what-is-physical-literacy
plreport.projectplay.us/the-defi- World Health Organization.
pdf (2010 ). Global recommenda-
nition Wall, J., & Murray, N. (1994).
Children and movement: Physi- tions on physical activity for
Tremblay, M. S. (2016) Canadi- cal education in the elementary health. Retrieved March 15,
an 24-Hour Movement Guide- school (2 ed.). Dubuque, Iowa: 2019, from https://www.who.
lines for Children and Youth: An Wm C Brown Co. Publishers. int/dietphysicalactivity/publica-
Integration of Physical Activity, tions/9789241599979/en
Sedentary Behaviour, and Sleep.
Applied physiology, nutrition,
and metabolism, 6(41).
sportforlife.ca