Academic CentrePhysical Education Role in Lithuanian Primary Schoolchildren Physical Literacy Formation [PDF]
Monika Širkaitė, Rita Gruodytė-Račienė
Lithuanian Sport University, Lithuania
Abstract: Lifelong engagement in physical activity (PA) may be increased and secured by achieving a sufficient level of physical literacy (PL) during childhood. The aim of this study is to assess if the level of physical activity (PL Domain 1), fitness (PL Domain 2), motivation and confidence (PL Domain 3), knowledge and understanding (PL Domain 4) of primary schoolchildren is sufficient. In addition, to investigate whether physical literacy of the 3rd grade students differ in relation to Physical Education (PE) being taught by their respective General teacher. For this purpose 9–10 year old students of four different classes of the same cohort (n = 93) of one of the school in second biggest city of Lithuania were recruited. The findings of this cross-sectional pilot study indicates that PA and physical competence for most of participants were of average or higher level, however, majority of them have not yet reached an acceptable level in such PL domains as Motivation & Confidence and Knowledge & Understanding. Significant differences (p < 0.05) comparing by class were found in Knowledge & Understanding, and in physical fitness domains. We may conclude that lower motivation, confidence and knowledge in PE determines lower physical literacy of primary schoolchildren. Furthermore, differences revealed in such PL domains as knowledge and understanding as well as physical fitness with regard to the different class and their respective general teacher may indicate the importance of the educator’s role and implemented PE curriculum for attaining the sufficient level of physical literacy of primary schoolchildren.
Keywords: children, healthy lifestyle behaviour, physical activity, physical education, physical literacy.
https://doi.org/10.22364/htqe.2021.84
In: Human, Technologies and Quality of Education, 2021 = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2021
Rīga, University of Latvia, 2021. 1148 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2021
ISBN 978-9934-18-735-3