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| Feature | No.65 October 2013 |

Physical Literacy in the foundation Phase in Wales

Nalda Wainwright

Abstract

The play based Foundation Phase puts the child at the heart of the curriculum. A combination of child –initiated activities and those directed by practitioners enables children to learn about their bodies and movement capabilities developing their movement vocabulary. Pupils have freedom to direct their own learning in both indoor and outdoor spaces, which are exciting, fun, stimulating and safe, developing their curiosity and independence. The holistic nature of this curriculum encourages embodied interaction with the world in all areas of learning laying strong foundations for physical literacy.

Introduction

This article explores how a play-based curriculum in Wales enables children to learn experientially with practical tasks. Pupils are actively engaged in embodied holistic learning experiences in all aspects of their learning. Case studies are used to illustrate how this playful pedagogy allows autonomy in learning and has high levels of physicality to lay strong foundations in physical literacy. The case studies are drawn from doctoral research into the impact of the Foundation Phase. The schools in the study were selected having been identified as examples of good practice in the implementation of this curriculum. The study used a complimentary mixed method design, using quantitative measures of motor competence and observational tools as well as qualitative observations and field notes (Greene et al, 1989). Taught physical development sessions are still part of this curriculum. Children develop fundamental movement concepts in whole class sessions, so teachers are able to ensure pupils progress with their fundamental motor skills. In addition the high levels of physicality in all aspects of the curriculum (as shown in the examples) create embodied holistic learning experiences developing the broader attributes of Physical Literacy as well as just physical competence.

In 2008, the Welsh Assembly Government began the implementation of the New Curriculum in Wales, which replaced Early Years and Key Stage 1 with a holistic play-based learning continuum for children aged 3-7 called the Foundation Phase. Specific features of the new approach are the requirements to build the curriculum, in part, from the interests of the child (DCELLS 2008: 6) and to use the outside space as a learning environment (DCELLS 2008: 4, Waters and Maynard, 2010). Significantly, the Foundation Phase is for children aged from three to seven years (the English Foundation Stage being for children from birth to five years) ensuring not only that Reception class children are protected from the impact of the more prescriptive approaches associated with Key Stage One (KS1) of the National Curriculum, but also that throughout KS1 children are afforded more informal learning experiences (Maynard 2007). The Foundation Phase advocates an experiential, play-based approach to learning in which practitioner-directed activities are balanced with those initiated by children (Maynard, Waters and Clement 2011).

Increasing evidence linking the development of fundamental motor skills and perceived competence with life long physical activity and health has resulted in growing attention on the need to develop young children’s physical competence (Stodden et al 2008; Harter, 1999; Seedfelt, 1980; Goodway & Rudisill, 1997; Goodway and Branta, 2003). Whilst the development of physical competence is clearly important it is the way that this is achieved that may ultimately impact on long term motivation and engagement. It is vital that children experience the embodiment associated with play, where physicality plays a central role enabling children to learn about their bodies and movement abilities (Gallahue & Ozmun 2002). The holistic nature of play enables children to explore the world through movement, which provides the series of adaptive responses needed to make sensory integration happen and by which the brain learns to process information (Ayres, 2005). Through play and constant interaction with the environment each individual constructs their view of the world and themselves, developing an awareness and understanding of their embodied dimension, which is a fundamental aspect of human nature (Whitehead, 2010).

A child’s experience of movement and play is pivotal not only in shaping personality and feelings but also achievements such as cognitive abilities that build on the integrity of the relationship between brain and body (Goddard Blythe, 2005). Giving children choice, a level of control and the perception of play whilst learning, results in deeper involvement in an activity where pupils are fully engaged with all of their senses (Leavers, 1993). During such levels of holistic involvement children are gaining deep, motivated, intense and long term learning experiences (Csikszentmihayli, 1979; Leavers, 1993). The development of confidence and self-esteem acquired through such experiences creates motivation to be active and persist with an activity, attributes that are at the heart of physical literacy (Whitehead, 2010).

Case Study

The following case study uses three examples to illustrate how embodiment (and therefore Physical Literacy) is central to the Foundation Phase, resulting in pupils of all abilities being highly engaged, motivated, and autonomous in their learning. The children are the equivalent of year 1 (aged 6). All names have been changed to ensure confidentiality.

The structure and organisation of the Foundation Phase environment contributes to the playful nature of the activities. The lack of working at desks and the highly physical nature of tasks reflect children’s perceptions of what constitutes play, where cues such as ‘fun’, ‘on the floor’ ‘physical’ are part of ways that children distinguish between play and work (Howard and McInnes, 2010:35). Children are often working on teacher led structured activities such as spelling games or maths activities in pairs or small groups on the floor or outside. They are highly motivated, engaged and enjoy the activities.

Children are given freedom to engage in an activity in the way they choose. This removes stress and confrontation. In a more structured directed and formal learning environment children are expected and often told to sit down and get on with a task. In this play based curriculum children are able to choose to move and express themselves holistically engaging with the task in the way that feels most natural developing embodied interaction with the world, a key aspect of Physical Literacy. The classrooms open onto outdoor areas and children can choose to work inside or outside.

The three examples highlight different aspects of physicality in children’s learning and how best teacher practice in Foundation Phase allows children to have more freedom and control in their learning.

1. “Stones”- A child led session, linked to a theme of stones.

During an afternoon session children were allowed to choose activities, the only guidance was that it must involve stones. A challenge was also set for those interested to see if they could make a stone float. The whole class went outside and children got straight into a range of activities making ‘stone soup’, small world play with ’knex’ and stones, making the stone float challenge, using ‘be bots’ and also hopscotch (9 pupils out of 22). The yard was pre marked with a variety of hopscotch areas and many children went in pairs and small groups to play on these. Two of the boys were busy playing hopscotch and it was apparent that they were not very good at sequencing the hop and jump. On noticing this, the teacher moved over to the boys and helped them with the pattern of hop to jump. They practised with her for several attempts until they were able to sequence their jumps. She moved away to another group. The boys continued to play, practising the sequence over and over until one moved to a different shape hopscotch and the other went to do another challenge. Whilst working on their activities children were engaged and busy. They moved around freely getting equipment for their activities, some visibly excited expressing this through shouting out and jumping up and down, especially when some of them managed to make the stone float! At all times the area was busy with children moving and talking and playing. Some running across to play hopscotch in a new area, some running to collect new ingredients for stone soup, others filling containers with water.

Free play alone is not sufficient for children to realise the full potential of their movement vocabulary (Maude 2010). Children need support to move their physical skills forward and instead of a lesson learning to hop and jump the teacher in this example was able to intervene as and when the children needed the skill, when it was meaningful and relevant. This example clearly shows children moving in different environments with a range of objects and moving in relation to others (Whitehead, 2005). With high numbers of pupils choosing to play hopscotch activities it clearly demonstrates motivation to be physically active as well as improving physical competence, both attributes of Physical Literacy

2. Maths trail – a focused teacher led session for the whole class developing number.

Children in pairs were given a clipboard. They went outside and were given an answer sheet on their clipboard. Around the grounds were questions relating to the maths work they have been doing. In their pairs they had to find the questions and fill in the answers on their sheets.

The children ran off around the outside area. They were excited and shouting to each other as they found the questions. Question cards were spread out right around the grounds so children had to run up to the far end of a large field and football pitch, back around the ‘trim trail’, through a large willow tunnel area and over grassy mounds. The children stayed on task in their pairs discussing the answers to complete all the questions. They came together and sat in circle on the grass to review the answers. Once they had finished they were allowed free time to play on the grass and the trim trail where they were swinging, climbing and hanging upside down.

In recent years there has been a growing interest in the outdoor environment as an integral and valued resource for children’s learning and development (Maynard and Walters, 2007; Louv, 2005; Waite, 2010). In particular the natural environment, where learning incorporates increased levels of physical activity (Mygind, 2007), as well as improved motor development (Fjortoft, 2004). In this example children were learning in an outdoor natural setting whilst carrying out their maths task, as opposed to sitting at desks. They were also incorporating important forms of movement for sensorimotor development. This is important in modern society where many baby gadgets reduce opportunities for important pre school movement experiences (Palmer, 2006). This has resulted in growing numbers of pupils entering the education system without the necessary foundations of early movement.

Sensory integration illustrates the notion of embodiment. The body and brain work as one and through multi sensory movement experiences the nervous system and brain learn to process information mature and develop. One of the key aspects of this is the development of the vestibular system. The task of the vestibular system is to facilitate balance, postural behaviour and orientation (Ayres, 2005). Orientation to outside stimuli and kinethesis work with the vestibular system and whilst ‘the vestibular system may be the expert in movement, it receives its training through movement’ (Goddard-Blythe, 2005). In particular activities like swinging, climbing and inverting the body help to develop this system. In this example children were doing this during their Maths activity.

3. Peg boards. – child led activity selected from a menu of choices.

The class was finishing off some tasks, and was told they could select anything from the list on the board. Zack chose the peg board activity, which involved creating a pattern for the jubilee. Zack is a looked after child with many behavioural problems. His foster parents had informed the school that morning that he was very reluctant to leave home causing problems in the taxi on the way in. He seemed on edge and looking for conflict. He was observed as part of an Academic Learning Time observation noting down what he did for 10 seconds in every 30 seconds. The observation lasted 21 minutes (Berliner, 1990). The bullet points record his actions.

- Squat on one knee making model on carpet

- Picks up ‘structions’ says they are tricky

- Sitting on carpet holds box

- Standing by table getting peg board

- Sitting at table using right hand to put pegs in

- Sitting watching boys making models – leaning over back of chair

- Sitting quietly looking around the class

- Putting pegs in peg board using right hand

- Putting pegs in peg board using right hand, talking to self says colours in the pattern

- Zack stands says needs loads of beads and lifts out handful of pegs

- Looking at photos of other peg pattern

- Looks into space, sounds out word then puts in pegs

- Putting in pegs right and left hands

- Using right hand saying colours in pattern to self

- Using right hand saying colours in pattern to self – sees Kevin drops beads and says so swinging on chair

- Tips out tub of pegs on desk and carries on

- Swinging on chair looking around

- Talks to Teacher and explains his pattern

- Rocking on chair chewing collar and watching Kevin

- Chews collar stands and leans across table to Kevin then puts more pegs in

- Standing reaching pegs from peg tray

- Puts random colour in pattern and talks to self

- Back to red white and blue then flicks pegs across table

- Standing putting boards on the photos to cover the patterns

- Standing watching Tom

- Walked over to Tim to talk about his model

- Sitting back down doing pegs

- Sitting back down doing pegs saying colours to self

- Swinging on chair talking to Tim and watching models

- Swinging on chair talking to Tim and watching models and laughing

- Swinging on chair talking to Tim and watching models

- Back making peg patterns saying colours to self uses right hand

- Sitting making pattern head resting on left hand

- Watching model making smiling as they act out a story

- Watching model making smiling as they act out a story

- Sitting as if in a trance watching the boys with stones and models

- Sitting one leg up on chair watching Owain

- Back doing peg patterns saying colours to self

- Walking with peg pattern to show Teacher

- Standing talking to Teacher

- Standing with Teacher for photo of pattern

- Walking with pattern to put back in box

In this example, Zack was allowed to manage his own learning. He was not always on task but he was not causing trouble and went off task only out of interest in other children’s activities. He moved freely from sitting to standing and walking around. He organised his own resources and was clearly developing fine motor skills and bi-lateral integration during the task.

Bodrova and Leong (2007) suggest that play has an important role in preparing children for the rigours of formal schooling and children tend to put restraints and rules in place when playing. Vygotsky (1978) described the idea of self regulation as an important way that children learn to follow rules and control emotions. Being able to avoid acting on impulse has been recognized as an important skill if children are to master the academic skills required for formal schooling (Martlew et al, 2011). In this example the opportunity Zack was given to learn independently without confrontation from the teacher, meant he was able to complete the task successfully, develop skills of self regulation and feel proud of his work. A considerable achievement considering the start to his day!

Although there is no example here of a taught physical education session many were observed during the research and pupils were always highly motivated and engaged. This would be expected at this age, when the issue of perceived competence does not negatively affect participation. Stodden et al (2008) highlight the link between perceived competence and physical activity, identifying that young children do not yet have the cognitive ability to make accurate judgments about their performance, linking effort to competence. At this age they state, “the inflated perceived motor skill competence might be valuable to drive the acquisition of motor skill competence because children will continue to persist and engage in mastery attempts in activities in which they believe they are skillful” (p9).

During observed movement sessions all the children were confident to perform. No children appeared to be self conscious or embarrassed when asked to demonstrate. The challenge will come as they move into and through Key Stage Two, when “children have shifted to higher levels of cognitive development and have a more sophisticated cognitive capacity to begin to more accurately compare themselves to their peers” (Stodden et al, 2008, p9). As children approach and enter adolescence the influences on self identity and embodiment are increasingly complex (Kirk & Tinning, 1994) and it would seem that if a curriculum such as the Foundation Phase is laying strong foundations for the Physical Literacy journey, then the real challenges lie in maintaining this into Key Stage two.

Conclusion

This case study shows examples of how the Foundation Phase, with its emphasis on play and use of the outdoors, enables children to develop their motor competence in a very holistic and natural way during play. The teacher must ensure they are challenged appropriately to extend their skills during the structured sessions and through intervening in their play. Beyond this, the Foundation Phase allows an embodiment and freedom in learning that is increasingly recognized to be missing for many children in modern educational practice. The children at this age are clearly motivated and engaged in physical activity, the challenge lies with Key Stage Two and Secondary schools to maintain this motivation and engagement so that these children can continue on their Physical Literacy journey in a meaningful and positive way ‘as appropriate to each individual’s endowment’ (Whitehead, 2010 p.5).

Acknowledgement

Data has been generated through research as part of a doctorate at the University of Bedfordshire (UoB) under the supervision of Professor David Kirk (UoB), Professor Margaret Whitehead (UoB) and Dr. Andy Williams (UWTSD).

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Contact

Nalda Wainwright
University of Wales Trinity Saint David (UWTSD)
Email nalda.wainwright@gmail.com

http://www.icsspe.org/