Examining the knowledge base and level of confidence of early childhood educators in physical literacy and its application to practice

Early childhood is an opportune time to develop physical literacy, acquire movement skills, and promote physical activity. Little is known about early childhood educators' competence (ECEs) and confidence in physical literacy knowledge and its application to practice. The purpose of this resear...

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Bibliographic Details
Published in:Early years (London, England) England), 2021-05, Vol.41 (2-3), p.202-217
Main Authors: Buckler, E. Jean, Bredin, Shannon S. D.
Format: Article
Language:English
Subjects:
Early Childhood Teachers
Error Correction
Error correction & detection
Foreign Countries
Gross motor development
Health Promotion
Knowledge Level
Literacy
Motor Development
motor domain
Movement Education
Multiple Literacies
Physical Activities
physical domain
Professional Development
Psychomotor Skills
Self Efficacy
Skill Development
Teacher Competencies
Young Children
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Summary:Early childhood is an opportune time to develop physical literacy, acquire movement skills, and promote physical activity. Little is known about early childhood educators' competence (ECEs) and confidence in physical literacy knowledge and its application to practice. The purpose of this research was to examine the competence and confidence of ECEs in physical literacy, and to determine whether exposure to information in this area influences their confidence level. A total of 85 participants completed an online survey. Physical activity knowledge was high; however, error detection and correction knowledge was lower, with high variability in responses. Mean confidence rating (out of 10) was lowest for locomotor skill error detection and correction (6.4 ± 1.8) and highest for physical activity promotion (7.7 ± 1.6). Confidence in movement skill development decreased significantly pre- to post-survey (p 
ISSN:0957-5146
1472-4421
DOI:10.1080/09575146.2018.1514488