Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children

ABSTRACT

This study explored early years’ practitioners’ and teachers’ attitudes and confidence in delivering the UK Physical Activity guidelines [National Health Service (NHS). (2013). Physical activity guidelines for children and young people. Retrieved July 15, 2015, from www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-peopole.aspx] within the curriculum for young children [Department for Education (DfE). (2013). The national curriculum in England. Key stages 1 and 2 framework document. London: Department for Education, Crown; Department for Education (DfE). (2014). Statutory framework for the early years’ foundation stage. Setting the standards for learning, development and care for children from birth to five. London: Department for Education, Crown]. Using an online questionnaire, data were analysed using thematic framework and statistically. Fifty-nine respondents came from early years’ settings, including nurseries, pre-schools and primary schools. The findings suggest that there is a lack of confidence in knowing what to do to support and sustain physical activity. Further research is needed to identify if this is a national trend; this is the next steps of our research, as is the development of resources to help support confidence and the delivery of physical activity for young children.

KEYWORDS:

• Physical activity
• perceptions
• young children

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr Kristy Howells is the Faculty of Education Director of Physical Education at Canterbury Christ Church University and has taught across a range of undergraduate and postgraduate degree programmes and ITE provision that include Physical Education and Physical Activity. She is particularly passionate about Physical Education and Physical Activity of young children, and these are the area of her research.

Dr Catherine Meehan is the Faculty Director of Early Childhood at Canterbury Christ Church University. She has worked in a range of early childhood educational settings and teacher education in Brisbane, Australia, before moving to the UK. Catherine is on the OMEP UK Committee and her research interests include children's voice in research, children's rights and participation in education and care. Both Kristy and Catherine co-lead the Holistic Early Learning and Development Research Theme group within the Faculty of Education. This article grew out of work that begun with Kristy and Catherine questioning practice and policy.

ORCID

Kristy Howells http://orcid.org/0000-0002-0758-7532

Catherine Meehan http://orcid.org/0000-0003-1564-2922